This dissertation in practice seeks to design an approach to inclusive programming based upon a human capabilities approach to supporting struggling learners, including those who are not receiving special education services. The study examines the evolution of special education law and inclusive programming to highlight the ongoing struggle to provide equitable learning opportunities for students while also investigating the discrepancies between the supported and unsupported. Segments of the student population have struggled in school since the inception of public education. Imagine a student in a math class struggling through grade-level content year after year, leading to a general dislike of the subject and a future filled with continued struggles due to these negative feelings (Spencer, 2019). Math is a universal tool that provides the groundwork for most of our lives making it difficult to function within modern society without an understanding of it (Watt, 2016). Some struggling students are able to access supports such as differentiation of content, process, product, and learning environment while others are not or only gain access to a minimum degree. A focus on affect and classroom/school environment are other supports that are not readily available to all students. There are also inclusive approaches to schoolwide supports such as growth mindset, socio-emotional learning (SEL), Positive Behavioral Interventions and Supports (PBIS), Response to Intervention (RTI), and Multi-Tiered Systems of Support (MTSS) programs that may benefit all students if their adoption was more widespread. Struggling students who do not receive special education services are currently instructed within a regular education classroom at Suburban Elementary School. The regular education classroom oftentimes includes limited differentiation which does little to lessen the challenge that grade level concepts present to these struggling students. As these students progress through their academic careers within the district, the district's special education program shifts to an inclusion model that allows students with and without identified disabilities to be grouped together and gain access to a co-teacher as well as differentiated content, process, product and learning environment as appropriate. Providing teaching and learning in this manner, with students working either at their instructional level, in a heavily differentiated manner or a combination of the two, may provide more benefit. This dissertation in practice seeks to begin the design process of an inclusive learning program for the elementary level similar to the one in place at the district's secondary level. This would allow students who are not achieving at a level commensurate with their grade-level peers who have not qualified for special education to receive more equitable learning opportunities. Research indicates that all students are educable and can demonstrate academic growth when provided with the equitable learning opportunities (Obiakor & Bakken, 2011). An inclusive approach to education would allow those struggling students to gain increased benefit from their time in school and find greater success (Powell, 2011). [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.]