This research aims to find out: (1) the mathematics learning process inincludes readiness of teacher before learning process, implementation andevaluation and follow up; (2) the inhibite factors encountered of slow learnerschild during mathematics learning process in inclusive class and the solution toit. It was a qualitative research. The subjects were taken by purposive sampling.The subjects of this research were mathematics teacherand special assistantteacher. Data collection techniques in this research were interviews andobservation. Techniques to validate that the data triangulation time. Thetechnique of data analysis used was consisted of data reduction, data display,and conclusion. The results of this study were: (1) preparation of Lesson Planhas done after one basic competence finished and any Lesson Plan modified forslow learners child. Before learning proses began, specific media teachers hasbeen prepared for slow learners child. In evaluation, teachers planned followup activities in remedial learning, enrichment programs, counseling services forreguler students or special needs children with the help of a special assistantteacher. (2) Factors or the difficulties which have been slow learners child wasdifficult about mathematics concepts, beside of that also may lost interest in thetask and refused to resume the task when they was bored. The teacher resolveproblems by providing mathematical concepts step by step and intens, provideadditional learning time, provide motivation and provide reward.