In the evaluation of an experimental, full inclusion model in the Netherlands, data on participating pupils with special needs were collected. The evaluation focused on social/emotional functioning, pupil behaviour and the quality of education. Independent assessors were invited to study the files of 24 pupils and evaluate their development and education. The assessors regarded the development of seven pupils as worrying. The remaining 17 were average or above average. The findings were compared with parents' and teachers' assessments. The discussion addresses the difficulties involved in interpreting evaluation results for Special Educational Needs (SEN) pupils in inclusive settings. (Contains 2 tables.)