Abstract
Objective: This study analyzes the practical experiences and support demands of inclusive elementary classroom teachers regarding inclusive education. The goal is to propose practical support measures for the future operation of inclusive elementary classrooms.
 Methods: A qualitative meta-analysis was conducted on six qualitative research articles, each involving elementary school teachers with experience in inclusive classroom operation. The analysis followed the seven-step qualitative meta-analysis method proposed by Noblit and Hare (1988).
 Results: Inclusive teachers were found to experience “challenges, difficulties, and limitations in inclusive education” and “efforts and attitude changes for inclusive education.” Additionally, the teachers expressed the need for a “smooth operation of inclusive classrooms and collaborative efforts for the internalization of inclusive education” and “demands an understanding of educational support for children with disabilities from an ecological perspective.”
 Conclusions: Based on the research findings, practical support measures for the operation of elementary inclusive classrooms were suggested and future research directions were proposed through discussion.
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