Despite a large increase in the number of countries and schools that are now taking advantage of inclusion practices as a means of better serving their students, there has been a low number of studies actually conducted evaluating the effect this practice has had on the average working teacher. Chris Forlin has taken part in two such studies, however, as a means of trying to identify any specific problem areas inclusion has created in Australian schools as the first step in determining the best means of relieving any excessive occupational stress felt by teachers. The primary focus of each article is in determining the actual human costs of inclusion practices as they are being implemented in Australia. “Inclusion: Identifying Potential Stressors” focuses primarily on identifying whether or not teachers are feeling additional stress as inclusion is incorporated within their classrooms as well as understanding where the greatest levels of stress are being felt while “Inclusion: Is it Stressful for Teachers?” examines the human costs involved in trying to include all students in a regular education classroom. Both reports highlight the changing roles of teachers as a result of this type of inclusion. These factors are essential to understanding the fullness of the problem and the effects it can have on the state, the teachers, and the students. While it is the belief of the author that each of these reports is based upon quality research and have been conducted by well-respected researchers, the purpose of this report will be to assess to the degree to which these researchers have accurately phrased the severity of the current situation, identifying the major issues brought forward and the validity of the claims made as well as to point out any bias or gaps in the research conducted.In “Inclusion: Identifying Potential Stressors”, the author investigates whether or not teachers are actually feeling stress as the result of inclusion practices in several public schools in Queensland, Australia.