This research project addresses a significant gap in integrated Inclusive Education (IE) implementation: the absence of meaningful student involvement in developing personalized learning approaches. Through a co-design methodology, this study positions the Primary co-designer (a student with ADHD/ASD) as the central guide in creating an inclusive learning strategy that is both uniquely tailored to his specific needs and adaptable across diverse educational contexts relevant to him.

The project integrates multiple complementary frameworks to support the co-design process. Universal Design for Learning (UDL) principles provide flexibility in how information is presented and how students demonstrate knowledge. Experiential Learning Theory facilitates direct engagement with concepts through hands-on activities that avoided text-heavy materials that the student described as "can hurt me." Interest-Based Learning leverages the student's existing passions to increase engagement and motivation. Problem-Based Learning develops critical thinking skills through real-world applications to achieve deep learning. These frameworks are unified under Inclusive Design principles that recognize diversity as an asset while acknowledging inclusion as a challenge.

Central to this approach is the student's agency, expressed through their consistent assertion: "It is my choice." The co-design process honors this agency while balancing it with necessary structure and educational requirements. The parent (Secondary co-designer) provides crucial insights about knowledge transfer between contexts, noting that "English is in all the subjects," highlighting how reading comprehension difficulties affect performance across the curriculum. The facilitator helps navigate the delicate balance between providing appropriate challenges, balancing power, and maintaining engagement.

The strategy developed through this process is designed to be adaptable across different subjects, various learning environments, and with different facilitators or teachers. This adaptability addresses the parent's concern about transferring learning strategies between contexts while maintaining the personalized elements that make the approach effective for the student.

By prioritizing the student's voice in the Inclusive design process, this approach demonstrates how educational strategies can be both uniquely tailored to individual needs and adaptable enough to function in diverse contexts. This research contributes to the broader understanding of how meaningful student involvement can transform the implementation of inclusive education principles in practical, everyday learning environments.