This study was designed to determine whether the inclusion model of instruction with the use of assistive technology was more effective in delivering instruction to regular education students and special needs students in the same classroom in comparison to the regular education with pull-out model of instruction. I also attempted to determine whether teachers had to be trained to implement the inclusion model of instruction with assistive technology. The goal of the comprehensive program was to make sure that professional development was provided so that teachers were well prepared for and effective in delivering instruction to special needs and regular education students in the same learning environment, as well as to ensure that special needs students had equal access to assistive technology in the least restrictive environment as mandated by federal law. The study used dialogue with an action research team, comprised of selected school personnel, and classroom observations to explore this topic. The most important findings were that teachers needed professional development to be more knowledgeable and supportive of students with disabilities for the inclusion model of instruction to be successful in the 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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]