The growing population of students with disabilities (SWD) in the inclusive classroom has led to educators feeling overwhelmed with limited knowledge of support for these students. This has caused inequitable access to curriculum and inclusion for SWDs. Districts provide professional development (PD) as a means of educating and preparing teachers. However, there are limited PD courses within the district of study that discuss inclusive placements. Previous research found that educators do not feel they are prepared enough in their pre-service programs for inclusive practices and do not receive adequate PD instruction. The purpose of this study was to close the gap in the literature on teachers' perception of needs and determine the effectiveness of current district-offered PD. It did so by employing an explanatory-sequential mixed method design that collects data using surveys and focus group interviews. The conceptual framework entitled "Heard" was then created to help ground the research design and analysis. This framework used teacher voice and draws from three theories that include: (a) Andragogy, (b) Theory of Action, and (c) How People Learn Theory. These were used to understand PD effectiveness, identify PD needs, and identify methods to support educator learning. The findings indicated that teachers feel the current district-offered PD does not adequately prepare them to work in the inclusive classroom. The study provided a chance for teachers to voice opinions on additional inclusion PD, course type, and strategies/methods. Based on teacher-identified needs, PD opportunities can be implemented, helping students and teachers succeed in this placement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]