<![CDATA[Inclusive schools are schools that facilitate children with disabilities to learn together with their peers according to their abilities, including science learning. Thus, this study looks at teachers' learning process and science assessment of slow learners. This study uses a qualitative research method with a case study approach. The research subjects were Slow Learner students, class teachers, class assistant teachers, and the Principal of INTIS School Yogyakarta. Data collection techniques using interviews, observation, and documentation. The data validity technique uses data source triangulation and technical triangulation. Data analysis techniques include data reduction, data presentation, and conclusion. Based on the results of the analysis of science learning, the slow learners showed: 1) There was no difference in the Science Learning Implementation Plan, methods, and media for learning Science, both regular and slow learners; 2) Modification of content or material is carried out directly during learning according to the needs of slow learners; 3) The science assessment for slow learners undergoes a modified assessment process different from regular students; 4) In the process of learning and assessing slow learners, receive assistance from accompanying teachers.]]>
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