Abstract Teachers worldwide are required to plan for student diversity and create inclusive learning environments, yet existing curriculum planning models often lack explicit guidance for inclusive education. This study examined the feasibility of Inclusion by Design (IbD), a backward planning framework developed to support proactive, inclusive lesson and unit design within the Australian primary and secondary schooling context. Using a sequential exploratory mixed‐methods approach, the study employed constructivist grounded theory in the qualitative phase, followed by a national survey of Australia teachers. Three focus groups ( n = 24) informed the development and refinement of the framework, which was then evaluated through a survey of 64 Australian primary and secondary teachers. Teacher feedback actively shaped revisions to the IbD framework through the grounded theory process, strengthening its practical relevance. Findings indicated strong conceptual support for IbD, with many teachers reporting they implement elements of the framework informally. The framework was valued for its clarity, structured process, and emphasis on assessment, student knowledge, and differentiation, having been constructed by teachers themselves. However, time constraints, the need for contextualized examples, and access to collaborative planning opportunities were cited as key implementation challenges. This study positions IbD as a feasible and relevant planning model that aligns with teachers' professional knowledge while positing inclusive education in curriculum planning. Furthermore, this study contributes a theoretically grounded, teacher‐informed model that positions inclusion as the starting point – not an add‐on – in curriculum design. Recommendations include piloting the framework in schools, providing discipline‐specific exemplars and professional development.
Porta et al. (Tue,) studied this question.