Inclusive schools should accommodate the learning needs of every child. However, there are various problems still being experienced by the school in the midst of continuing the inclusiveness program. This study aims to describe the problem of adapting curriculum and learning instruction in inclusive schools and to describe various possibilities for accommodative learning designs as a solution. A total of 24 teachers participated in this study by filling out a questionnaire. The data obtained were analyzed descriptively which included quantitative and qualitative data. The results showed that the teachers' level of understanding in identifying students with special needs (PDBK) was still low, there was no mastery of PDBK mentoring and mentoring strategies, and the teachers were still lacking the ability to develop a curriculum suitable for PDBK. Accommodative learning designs are an option that teachers can develop in inclusive schools.