Implementation of the identification, assessment and learning in inclusive education in South Kalimantan still have constraints experienced. The lack of teacher’s knowledge and absence of guidelines for implementation of identification becomes crucial reason. The method used in this research is qualitative descriptive method. Subject in this research is one teacher and one school principal of Banua Hanyar 8 Banjarmasin that there are children with autism. This school is already six years organizing inclusive education. Retrieval of data using the test method, observation, interview and documentation. Analysis of data using interactive model that developed by Miles and Huberman with three procedures of data reduction, data presentation and verification. The findings of the research (1) how to identify children with autism at SD Banua Hanyar 8 using an instrument developed by DSM IV, the identification is done by teachers to identify children with autism (2) teacher assessment is understood to take the decision in making the learning program. That is done by the teacher in a way children collect data, and then analyzed to be taken into consideration together a program of learning (3) in the learning of children with autism teachers are required to modify the curriculum according to the needs of children with autism (4) constraints experienced by teachers in the identification and assessment of teacher’s understanding of them is not adequate, inclusive education is merely accepts children with special needs. Advice for teachers to continually identify and assessment to design programs and schools are expected to collaborate with experts to conduct training Keywords: Identification, assessment, teaching children with autism 1. PENDAHULUAN Pendidikan inklusif dalam beberapa tahun terakhir