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…

Underserved schools often have fewer resources and less capacity to rigorously implement improvement strategies. As a result, the districts and schools that most need support programs are often least likely to adopt and implement them successfully--a phenomenon that we call the "needs paradox." To address the needs paradox, we created…