Despite all the information available about inclusion, teachers are still not receiving adequate training and support on how to efficiently execute inclusive practices within their schools. This lack of quality training and preparation, results in inclusion being met with sour attitudes and unrefined implementation. In addition, students are often not represented or given a voice on their feelings towards inclusion. This meta-synthesis of the literature on inclusive education investigates the realities of powerfully carrying out and supporting inclusive practices for the special and general education teachers and students in the general education classroom
