Educators and practitioners are faced with the transitioning and intersection of two diverse disability studies education models—the medical model and the social model—and the models' effects on career development. This chapter focuses on how individuals with disabilities were transitioned into diversity and inclusion processes and then integrated into the organization and career development structure. Once left out of the measures of performance through education, learners with disabilities, in 1997, clearly became identified in the federal and state answerability systems. This chapter advocates for the social model. Additionally, respondents show how self-identifying as a person with a disability, even anonymously, can be difficult for some people. Readers will better understand the terms diversity, disability, and inclusion through the disability studies lenses, but the question remains, Have we come a long way or are scholars and practitioners floundering in today's society and lacking understanding about diversity through unclear comprehension regarding disability?

The Problem. After 30+ years of debating the best model for disability, there is a need for a new framework. As the medical model of disability seeks a cure and the social model points to the environment, neither model is without its flaws. Human resource development (HRD) professionals and practitioners are in a position to craft a model that reflects the experiences of people with disabilities. This new model will strengthen HRD's importance in the field and its impact on other disciplines. The Solution. This article offers consideration to be given for a new model for disability that addresses the complexities of cultural boundaries, gives value to the experiences of people with disabilities, and changes language in how disabilities are described. Using the results of the literature review, a path to the Transculturalized Diversity and Inclusion Model lays the groundwork for further research. This article accesses the perceptions of people with disabilities regarding both models, incorporates the strategies used by HRD scholars and researchers for improving value in a growing population of disabled people, and synthesizes a platform for future discussion and development of the Transculturalized Diversity and Inclusion Model. The Stakeholders. HRD practitioners, especially those serving populations with disabilities, will benefit greatly from a new model and perspective provided by the Transculturalized Diversity and Inclusion Model. HRD scholars likewise will be provided with a new framework for conducting research on people with disabilities in the workplace.

Continuous learning is essential in academic and business environments for the 21st century learner as success, survival, and growth lean toward the educator answering the question, ‘Which educational design best facilitates educators in becoming learner-focused while producing adaptive completers in this ubiquitous learning environment?' This research team proposes a unique but growing solution around educational synergies in which all learner-focused groups drive the understanding of learning, adaptation, practice, and change. To clarify the difference between training, development, and learning, the following are discussed: 1. reviewing success in learning, as a continuum into the processes of survival and growth; 2. conceptualizing the training model situated inside learning and development; and 3. synergizing the educational epistemology that bridges the gap between training and learning. Last, grouping of key trends expanded through theory and technology to support concrete recommendations for analyzing the influence of synergies through educational evolution around training, development, and learning.

While the transculturalized diversity and inclusion (TD&I) model is a contemporaneous strategy for leadership and learning, it is the latest of the existing disability study models. This chapter reviews the development of the TD&I model from the leadership perspective to study arguments, experiences, and to investigate how this information apprises the construction and exercise of transcultural consciousness, expertise, know-how, traditions, determinations, happenstances, objectives, agreement, and learning. This exploration focuses on the implementation of the model and survey results as this transculturalized model is reasoned the appropriate tool to expose how different backgrounds can be utilized in achievement to blend variability, variation, and diversity into unity. Beginning with the initial conceptual frameworks, and the results of the data, this research details the TD&I model and how to implement it in today's environment of activating change and transformation. This information adds to the body of knowledge regarding disability, strategy, diversity, and inclusion for academics, practitioners, and learners.

While the transculturalized diversity and inclusion (TD&I) model is a contemporaneous strategy for leadership and learning, it is the latest of the existing disability study models. This chapter reviews the development of the TD&I model from the leadership perspective to study arguments, experiences, and to investigate how this information apprises the construction and exercise of transcultural consciousness, expertise, know-how, traditions, determinations, happenstances, objectives, agreement, and learning. This exploration focuses on the implementation of the model and survey results as this transculturalized model is reasoned the appropriate tool to expose how different backgrounds can be utilized in achievement to blend variability, variation, and diversity into unity. Beginning with the initial conceptual frameworks, and the results of the data, this research details the TD&I model and how to implement it in today's environment of activating change and transformation. This information adds to the body of knowledge regarding disability, strategy, diversity, and inclusion for academics, practitioners, and learners.