THE ROLE OF GUIDANCE AND COUNSELING IN THE SELF-ADJUSTMENT OF CHILDREN WITH SPECIAL NEEDS IN HIGH SCHOOL LEVEL INCLUSION SCHOOLS IN PEKANBARU CITY

Abstract

This study aims to examine the role of guidance and counseling (BK) in supporting the adjustment of children with special needs (ABK) in inclusive high schools in Pekanbaru City. Children with special needs are individuals with characteristics that differ from those of children in general, both physically, intellectually, socially, and emotionally, and therefore require appropriate educational services. In inclusive education, the adjustment of children with special needs includes the ability to manage emotions, control behavior, and build positive social interactions. This study used a Systematic Literature Review (SLR) method with a qualitative descriptive approach to relevant scientific articles reviewed since 2020. The results indicate that BK services play a strategic role in supporting the adjustment of children with special needs through systematic services such as class guidance, individual and group counseling, and collaboration with teachers and parents. Furthermore, limited teacher knowledge and limited facilities were found to be major barriers to inclusive education. However, training and outreach have been shown to improve teacher competence, empathy, and the ability to develop Individual Learning Programs (IPPs). The presence of shadow teachers also plays a crucial role in improving student focus, communication, and engagement in learning, although consistent support is still needed. The implementation of PPI supports more targeted learning tailored to student needs, but still faces challenges such as limited teaching staff and parental involvement. Therefore, optimizing guidance and counseling services, improving teacher capacity, and ongoing collaboration are key to the success of inclusive education and the adjustment of children with special needs.