CLASP Model for Inclusive Classrooms: a pilot feasibility study of collaborative lesson planning active student participation and flipped personalization

Abstract

Inclusive education seeks to ensure equitable access, meaningful participation, and learner dignity within mainstream classrooms. Despite strong policy commitments such as UNESCO's inclusive education framework and India's National Education Policy (NEP, 2020), classroom-level implementation for students with intellectual and developmental disabilities (IDD) and specific learning difficulties (SLD) remains uneven, particularly in resource-constrained school contexts. These learners are often physically included but experience limited instructional access and participation. This study introduces the CLASP Model (Collaborative Learning through Active Student Participation), operationalised through a Curriculum Accessibility Architecture (CAA) that integrates collaborative planning, flipped personalization aligned with Universal Design for Learning (UDL), and activity-based student participation. A mixed-methods pilot feasibility study was conducted over six weeks in a mainstream inclusive middle school involving two divisions of Grade 7 (N = 20 students) and six teachers. Data were collected using two questionnaires (student evaluation and teacher feedback), classroom observation notes, and teacher reflection notes. Quantitative data were analysed descriptively, and qualitative data were analysed thematically. Findings indicate positive self-reported student engagement and learning experiences and favourable teacher perceptions of collaboration, instructional clarity, and classroom manageability. Given the pilot scope, small sample size, and short duration, findings are interpreted as evidence of feasibility and acceptability rather than effectiveness. The study contributes a practice-grounded, scalable framework for inclusive classroom instruction and outlines directions for future empirical validation.