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This study aimed to identifiy the problems faced by schools, principals, teachers in Inclusive Vocational High School, to determine the needs of inclusive Vocational High School in Yogyakarta. This research employed a descriptive method to identify teacher problems in the real context. The data gathered through observing in inclusive Vocational High Schools, interviewing of class teachers and principals and analyzing the document of students with special needs and assessment. The subjects of this study were the class teachers and the headmasters from 10 inclusive Vocational High Schools. The results revealed that 70% of private inclusive Vocational High Schools independently initiatives to provide services for children with special needs, 30% of Public inclusive Vocational High Schools appointed by the government provide services to children with special needs. It is identified several needs that are preparing teachers 'knowledge and skills, developing teachers' skills in assisting children with disabilities in inclusive classes, requiring the knowledge of inclusive education, identifying and assessing children with disabilities, developing inclusive setting classroom management model, arranging individual program, arranging accommodative learning program and creating evaluation models that appropriate to the conditions and characteristics of each student. Teachers had difficulties to implement the lesson in which children with special needs involve in. Teachers need guidebooks or modules as a guidance in managing inclusive classes setting in inclusive Vocational High School. Therefore, it is necessary to develop a validated guidebook for assisting children with special needs in inclusive Vocational High School.

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This study aims to determine the effectiveness of learning media of probability in math for students with visual impairments. The type of research used is quasi-experimental with a quantitative approach and a One Group Pre Test - Post Test Design. This research was conducted at 5 grades of SDLB Yayasan Kesejahteraaan Tunanetra Islam. The results of the total accumulation in the pre-test, the five participants got in average the accumulated score of 18.6 with a percentage of 37.2%. Then they got treatment by using learning media of probability material for blind students and a post-test was done, the results of the accumulated scores obtained by the five participants were on average 44 with a percentage of 88%. Thus, the average positive change score of the five subjects was 25.4 with a percentage of 50.8%. In addition, because the results obtained by T count were the same as the T table, T count is in the position of the rejection area for Ho with a significance level of 0.01. Therefore, based on these calculations, it can be concluded that Ho was rejected and Ha was accepted. So, the conclusion is that there is very significant effectiveness in the learning media of probability materials for blind students. Keywords: Probability Material, Learning Media; Blind Students. REFERENCES  Apsari, P.N & Rizki, S. 2018. Media Pembelajaran Matematika Berbasis Android pada Materi Program Linear. Universitas Muhammadiyah Metro. Vol. 7, No. 1 (2018). Aksioma. Jurnal Pendidikan Matematika FKIP Univ. Muhammadiyah Metro. Barraga, N. (1976). Social Learning Theory. Englewood Cliffs. N.J: Prentice Hall. Hallahan, D. P.; Kauffman, J.F; & Pullen P.C. (2009). Exceptional Learners-Cetakan ke-11. United State: Pearson. Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2012). Exceptional Learners: An Introduction to. Special Education (12th Ed.). Upper Saddle River, NJ: Pearson Education. Hötting, Kirsten and Röder, Brigitte (2009). Auditory and Auditory-Tactile Processing in Congenitally Blind Humans. Journal Hearning Research 258 (2009) 165-174. Elsevier. Purwanto, Ngalim. (2006). Psikologi Pendidikan. Bandung: PT Remaja Rosdakarya.  Rosyida, N. (2021). Mengoptimalkan Penilaian dengan Liveworksheet pada Flipped Classroom di SD. Jurnal Taman Cendekia Vol. 05 No. 01 Juni 2021 Rudiyati, S. (2002). Pendidikan Anak Tunanetra.  Yogyakarta: FIP UNY. Sagala, S. 2013. Konsep dan Makna Pembelajan. Bndung: Alfabeta. Salekin, L.K., Olley G.J., & Hedge. A.H,. (2010). Offenders with Intellectual Disability: Characteristics, Prevalence, and Issues in Forensic Assessment, Journal of Mental Health Research in Intellectual Disability, Vol.3 pp 97-116. Saputri, A.E & Wangid, M. N., (2013). Pembelajaran Sains SD untuk Siswa Tunanetra di SLB A Yaketunis. Jurnal Prima Edukasia, Volume 1 - Nomor 2, 2013Solso, R.L.et.al (2007). Psikologi Kognitif. Jakarta: Penerbit Erlangga. Subagya. (2019). Pengembangan Buku Siswa Audio Taktual (BSAT) Matematika SMP/Sederajat untuk Siswa Tunanetra. Disertasi UNY. Yogyakarta: Universitas Negeri Yogyakarta. Sugiyono. (2016). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: PT Alfabet. Sunanto, J. (2005). Potensi anak berkelainan penglihatan. Jakarta: Departemen Pendidikan Nasional. Susilana, R. dan Riyana, C. 2009. Media Pembelajaran. Bandung: CV Wacana Prima. Zulfiati, H, dkk. (2021). Pengembangan E-Learning Schoology pada masa pandemic Covid-19 di PGSD FKIP UST. Jurnal Taman Cendekia Vol 05 No 01 Juni 2021