To achieve this, literature was reviewed on teaching methods used in inclusive educa-tion. Based on the results of the literature reviewed it was found that useful teaching methods were cooperative learning, peer tutoring and role-playing in inclusive education. These teaching methods emphasis interaction between peers in small groups and use to simple, convenient, easy for children with disabilities in inclusive class. With these teaching methods it was found that both children with disabilities and normal children increased their academic achievement, attitude of learning, acceptance of peer, social skills and cognitive development. Also, this study syntheses was that these teaching methods: cooperative learning, peer tutoring, role-playing implemented in inclusive education and verified the effectiveness and trend of research on these teaching method in inclusive education. The finding of this study were as follows: First, synthesis of research on cooperative learning was found that cooperative learning applied to children with learning difficulties in inclusive education such as learning dis-abilities, underachievers, development disabilities and mental retardation. Dependent variance on cooperative learning were reading comprehension, learning attitude, self-concept, arithmetic skill, handwriting, social interaction, academic achievement, and motivation. As a result of synthesis on cooperative learning; cooperative learning was an effective teaching method for children with disabilities in inclusive Education in students cognitive, affective and social development. Second, synthesis of research on peer tutoring was found that peer tutoring applied to children with learning difficulties in inclusive education such as learning disabilities, underachievers and mental retardation. Dependent variance on peer tutoring is learning attitude, academic achievement and social skills. As a result of this synthesis on peer tutoring it was found an effective teaching method for children with disabilities in inclu-sive education, on students cognitive, affective and social development. Third, synthesis of research on role-playing, it was found that role-playing applied to subjective widely in inclusive education such as child with development disability, visu-ally handicapped, hearing-impaired children, autistic child and attention deficit hyperac-tivity disorders. The dependent variance on role-playing is social interaction, misbehav-ior, social skill and learning attitude. As a result of synthesis on role-playing it was found an effective teaching method for children with disabilities in inclusive education on stu-dents social development. Therefore, cooperative learning, peer tutoring and role-playing were found to be effec-tive teaching methods for children with disabilities. But, when these teaching methods determination implement inclusive education, the educator must consider specific con-text such as students trait, needs and learning material.