It has been well established that inclusive education is important in order to achieve high-quality education for all. Recent literature reviews examining the experiences of educators, parents, and students without disabilities in inclusive educations show that most have a positive attitude towards inclusive education. However, there is an important gap in the literature surrounding inclusive education, namely the perspectives of children and youth with disabilities and special needs. The first manuscript is a qualitative evidence synthesis on the perspectives of children and youth with disabilities and special needs regarding their experiences in inclusive education. I utilised the meta-aggregative approach developed by Joanna Briggs Institute to select, critically appraise, and synthesise qualitative studies to generate an understanding of the children’s experiences in different areas pertaining to their schooling. I suggest recommendations to be considered by policy makers and professionals working in the education system to better support students with disabilities, educators, and families. The second manuscript presents a reflection on the experience of conducting a meta- aggregative review from my point of view as a novice researcher. I highlight the specific challenges encountered, decision-making process, and the specific lessons learned at each stage of the review process with aims to help guide reviewers taking on a meta-aggregation or other similar tasks. I used my meta-aggregative review presented in my first manuscript as an example, where applicable, to elucidate the processes and lessons learned. Specific strategies and recommendation are outlined in this thesis that can serve to better support the implementation of inclusive education. Additionally, I present recommendations for reviewers and organizations developing literature review methods to improve the field and quality of qualitative evidence synthesis. / Thesis / Master of Science (MSc) / Inclusive education refers to the concept that all students, including students with disabilities, attend their neighbourhood schools and have the chance to participate in programs and activities with their peers. Although inclusive education is believed to be beneficial for everyone, we do not know much about the students’ experiences in these schools. In this thesis, I studied the school experiences of elementary, middle, and high school students with disabilities and special needs. While completing this study, I faced several challenges and difficult decisions. So, I described some likely challenges to doing this type of study, my decision-making process, and the specific lessons I learned while completing my first study; we hope to help guide researchers taking on similar tasks. Findings from my thesis contributes to a better understanding of students’ experiences in school. They also highlight how teachers, families, and others can help and be better supported to improve the students’ school experience.