TPS-Webbed Inclusive Learning Model: An Integrated Pedagogical Innovation for Enhancing 21st-Century Competencies among Elementary School Students with Disabilities

Abstract

Inclusive education in elementary schools requires pedagogical innovations that accommodate learner diversity while enabling meaningful participation and the development of competencies needed in the twenty-first century. This conceptual study proposes the TPS-Webbed Inclusive Learning Model, which integrates Think Pair Share (TPS), the Webbed thematic approach, and inclusive pedagogy. The model is intended primarily for inclusive elementary classrooms serving students with disabilities who can participate in shared classroom activities with individualized supports, including students with mild intellectual disabilities, specific learning difficulties, communication and language needs, hearing or visual impairments, physical disabilities, and other access needs. An integrative literature review and conceptual synthesis were conducted using a documented search and screening procedure. Searches were designed around four concept clusters: inclusive education/disability, cooperative learning/TPS, thematic-integrated/Webbed learning, and twenty-first-century competencies/4Cs. Sources were screened for conceptual relevance, peer-reviewed or authoritative status, educational context, and contribution to model construction. The resulting model specifies six phases; Thematic Orientation, Think, Pair, Share, Collaborative Elaboration, and Reflection and Inclusive Assessment, and embeds accessibility supports, assistive technology options, multimodal communication, and alternative response modes throughout the sequence. The model also defines observable indicators for critical thinking, communication, collaboration, and creativity and proposes inclusive assessment criteria emphasizing progress, participation, access, and quality of performance rather than a single response mode. Because the model has not yet undergone expert validation or classroom testing, its expected effects are presented as theoretical propositions rather than demonstrated effectiveness. The contribution of the model is therefore conceptual: it combines thematic curriculum organization with structured peer interaction and disability-responsive access within one instructional architecture