Therefore, it is necessary to understand the types of students’ needs such as special needs, very slow, disruptive, and medium-ability students in the classroom since the school belongs to inclusive education. One of the rural junior high schools in Gunungkidul, Yogyakarta is identified as the inclusive school since the school accepts the students with special needs. One of the data was gotten through teacher’s interview, she added that her school was located in a remote area which had a contrast characters with other general schools and belonged to the inclusive school. An inclusive school is significant in providing equal rights of gaining education for special-needs students with the normal students4. In short, a special curriculum on the mixed education among normal and special-needs students are provided by inclusive schools as a way to develop both students’ potentials as well.