By whom was the three-dimensional model of inclusive education propounded?

Concept: Successfully including a child with a disability in a general classroom depends on more than physical placement — it also depends on preparing the NONDISABLED PEERS to accept and interact with that classmate. A peer-readiness model of this kind is built around a few clearly interconnected areas of peer development: knowledge (peers acquire knowledge about the disability), skills (peers develop the skills to interact appropriately), and attitudes/behaviour (activities are provided that influence more positive thoughts and behaviour among all students). Together these areas are meant to turn the child with a disability into simply "part of the circle" of the class, rather than its separately-managed centerpiece.

Application: This particular peer-readiness model of inclusive education was propounded by Griffith, Cooper and Ringlaben in their 2002 paper "A Three Dimensional Model for the Inclusion of Children with Disabilities" (Electronic Journal for Inclusive Education). It reoriented inclusion practice away from preparing only the teacher and the student with the disability, building peer readiness through knowledge, skills, and attitude change instead — and has since become a standard reference point in inclusive-education/special-education pedagogy and in teacher-eligibility exam material such as HTET.

Contrast — why the other names do not fit:

• Gartner and Lipsky are associated with the Regular Education Initiative of the 1980s, which argued that general and special education systems be merged into one unified system — a systems-level policy position on where students are taught, not a peer-readiness framework.

• Kauffman and Hallahan are widely cited special-education researchers and textbook authors known for a cautious, evidence-based critique of unrestricted full inclusion in mainstream classrooms — a policy critique, not a peer-readiness framework.

• No verifiable academic work under the names Levenski, Davis and Hooper appears in the inclusive-education literature as the source of a peer-readiness framework or any other established inclusion model.

Result: Hence the peer-readiness model of inclusive education named in the question was propounded by Griffith, Cooper and Ringlaben.