Counseling in Inclusive Education: Challenges and the Role of School Counselors in Implementing Learning by Doing for Students with Special Needs in Junior High School
DOI:
https://doi.org/10.22460/quanta.v10i1.6710Keywords:
Counseling, Inclusive education, School guidance counselors, Learning by Doing, Students with Special NeedsAbstract
This study aims to investigate in depth the teaching strategies used by teachers to address the diversity of student characteristics in inclusive schools, particularly the implementation of teaching methods tailored to the individual needs of students with special needs (ABK). This study also seeks to identify the actual adjustments teachers make in the classroom, as well as the challenges and solutions that arise during the learning process. The study uses a qualitative case study design; data were collected through in-depth interviews with Special Assistance Teachers (GPK) and classroom observations. The results reveal five main findings: differences in student characteristics, learning design, teacher-parent collaboration, limited facilities, and the need to empower teaching staff. Solutions to these five challenges include awareness of the characteristics of inclusive students, preparation of SOPs for learning implementation, holding collaborative counseling meetings, using and innovating with learning tools, and training and empowering parents and teachers. This study provides practical contributions for teachers and guidance counselors and strengthens the theory of experiential learning in the context of inclusive education.
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