This qualitative phenomenological study sought to understand the implications for the inclusive natures of public-school settings. This study utilized Plan, Do, Study, Act (PDSA) cycles paired with the Universal Design for Learning (UDL) framework as proponents of inclusive tools for special education teachers. Explicit training was provided to teachers on the pairing of PDSA cycles and the UDL framework. Through an analysis of participant data obtained from PDSA cycles and a summative data collection survey, two major themes emerged: 1) PDSA cycles led to improved general education access for individuals with moderate-to-severe disabilities, and 2) Special education teachers influence the amount of general education access for individuals with moderate-to-severe disabilities. These findings demonstrate the importance of inclusive practices and professional training to reduce barriers to inclusive access for individuals with moderate-to-severe disabilities to the general education classroom. [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.]