Haiti's educational system is integrated by default, yet its system has no provisions for students with special education needs. This has contributed to the many barriers to inclusive education in its educational system. One such barrier is the lack of attention to special education in the tertiary education of teachers. Teachers' inability to effectively address learning needs and styles poses many challenges to students, as their individual learning needs are not being met. Students of various abilities are grouped into one learning modality, which is rote learning. Those with special needs are even more affected and marginalized than those who do not have special needs. The purpose of this research was to conduct a needs assessment concerning the professional development of Haitian teachers and principals. This study analyzed the attitudes and challenges they face when designing an inclusive classroom setting through an organized, student-centered pedagogy. In addition, the results of the needs assessment filled the information gap currently existing about the professional development of Haitian teachers and principals, specifically addressing inclusive education. The needs assessment will enable future professional training programs to more effectively address the needs of Haitian teachers and principals. [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/en-US/products/dissertations/individuals.shtml.]