The Teacher in Guiding Students with Learning Disabilities at Inclusive Elementary School

The role of the teacher in guiding students with learning difficulties in mathematics is essential. Mathematics is an essential subject in everyday life, as it tells time, counts money returns, or involves things that require a mathematical process. This qualitative research uses descriptive methods and data collection techniques with interviews conducted with three teachers in three elementary schools: SD Uchuwwatul Islam, SDN 077 Sejahtera, and SDN 054 Tikukur, Bandung City. This research was conducted to determine the teacher's role in identifying and detecting, conducting assessment activities, creating learning programs, implementing learning programs, and conducting interventions for students with difficulties learning math. From the results of this study, it is known that the teacher is the respondent who does not so much share in the process of identification and detection, as well as assessment activities, due to the teacher's lack of insight into students with learning difficulties in mathematics. Recommendations were given to the principal, namely holding coaching activities for school teachers so that teachers get a more in-depth understanding of children with special needs, primarily participants who have difficulty learning mathematics.