The problem that is currently happening at SD Negeri Babakan 01 in South Tangerang City is that regular teachers at the school in educational services do not involve children with special needs directly so children with special needs who are in the class are not paid attention, coordination with special assistants for children with special needs also not well established, so it is difficult to exchange information about the condition of children with special needs specifically. The purpose of this study was to determine the perceptions and attitudes of elementary school class teachers as facilitators of inclusive education for children with special needs at SDN Babakan 01 in the city of South Tangerang. The method used in this research   qualitative research with a descriptive method aimed at understanding social phenomena from the perspective of the participants (people from whom the data is taken). Based on the results of the study, it can be concluded that the perceptions and attitudes of elementary school classroom teachers as facilitators of inclusive education for children with special needs at SD Negeri Babakan 01, South Tangerang city are still not by the system or regulations in carrying out inclusive programs, because there is still a lack of knowledge of classroom teachers about the characteristics of children with special needs can make it difficult for classroom teachers to deliver teaching materials, hinder the learning process in the classroom, and hinder the acceptance of teaching materials delivered by classroom teachers to children with special needs, making it difficult to optimize the potential that exists in children with special needs.

In addition to phonological deficit, children who have difficulty in reading can also have RAN (rapid automatic naming) deficit or both. RAN is a strong predictor of the cause of reading difficulties and is a characteristic of reading disability or dyslexia. This study aims to know the impact of the rapid automatic naming intervention on dyslexic students in elementary schools. The research uses a quantitative approach to the Single Subject Research (SSR) method of A-B-A design. We tested the effect of teaching rapid automatic naming on the ability to quickly name objects, color digits, and letters in 4 subjects who had almost the same reading difficulties at the same grade level. The results showed that the teaching of rapid automatic naming affected increasing children's speed in naming objects, colors, digits, and letters. The significant effect of the rapid automatic naming teaching intervention shows that understanding the principles of rapid automatic naming is beneficial for students with dyslexia. The four experimental subjects showed an increase in the speed of naming objects, colors, digits, and letters after the intervention.

Based on the results of the literature study, it was found that there were not a few children who had problems in calculating the beginning or often referred to as learning problems. This study uses a qualitative approach, and uses the library research method by looking at data based on article sources, handbook journals and research that has been carried out by previous research. The data collection technique used is literature study. The research was conducted with the aim of compiling guidelines for initial numeracy assessment for children with learning problems of elementary school age. This study produces a product in the form of a preliminary numeracy assessment guide for children with learning problems of elementary school age who have gone through the validation or expert judgment stage with the conclusion that the initial numeracy assessment guideline for children with learning problems of primary school age is appropriate to use. Assessment activities are activities to determine the abilities, barriers and needs of children so that it can be seen which learning programs are deemed appropriate to be given to children. The initial numeracy assessment guideline is appropriate for parents or teachers to use at school to determine the ability of the child's early numeracy barriers and needs.