For decades students with hearing loss have been removed from their non-disabled, same age peers to be educated in separate settings. Segregated service delivery is fueled by several erroneous assumptions that can result in lowered expectations and quality of teaching. This Disquisition (a dissertation in practice model) details an improvement initiative that addressed the inequitable practice of providing specially designed instruction in more restrictive environments in one school district. A team of educators sought to increase teacher capacity and efficacy to include students who are Deaf/Hard of Hearing (D/HH) in general education classrooms through evidence-supported professional learning. The design team created professional learning modules that highlighted supportive scholarship including (a) the benefits of serving students in inclusive settings, (b) differing types/severities of hearing loss, (c) optimal hearing environments within the school environment, (d) effective modifications, and (e) effective collaboration with specialized teachers (e.g., special education teachers or D/HH teachers) and service providers. The improvement initiative is grounded in disabilities studies and support for a neurodiverse approach to education service delivery. Quantitative and qualitative measures were employed to determine if educator capacity increased for the implementation of inclusive practices following the professional learning activities. Findings show that professional learning efforts increased capacity for inclusion of students who are D/HH and cultivated positive educator perceptions toward inclusive practice for students who are D/HH. Implications and recommendations for schools and districts are included. [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.]