The field of computer science education currently lacks consistency in access, equity, and inclusion for students in historically marginalized groups, particularly students with disabilities. At the same time, research demonstrates a need for high-quality teacher professional development to support the inclusion of students with disabilities in computer science education. This study sought to explore how a particular model of professional development (PD), the Scratch educator meetup, may create a space for educators to conceptualize inclusion, learn inclusive pedagogies, and provide access to computer science for students with disabilities in their settings. Using a qualitative case study approach, this study examined five virtual Scratch Educator Meetups during the 2022-2023 school year. Underpinned by the Interconnected Model of Professional Growth (Clarke & Hollingsworth, 2002), theory of teacher change in PD experiences, the study analyzed six participants' experiences by triangulating semi-structured interviews, meetup related documents, and observations. The findings of this study suggested the meetup format provided an appropriate context for educators to connect their personal experiences to the idea of inclusion, including aspects of inclusion such as race and ethnicity. Through the meetup, the teachers also articulated barriers to the inclusion of students with disabilities in computer science education. Limitations as well as implications for future research and practices are discussed. [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.]