THE LEVEL OF SOCIAL SUPPORT FROM STUDENTS WITHOUT SPECIAL NEEDS TOWARD STUDENTS WITH SPECIAL NEEDS IN SCHOOLS IN RIAU PROVINCE AND ITS IMPLICATIONS FOR GUIDANCE AND COUNSELING SERVICES

Abstract

Inclusive education requires a learning environment that not only provides access to education but also fosters positive social interaction among all students, including children with special needs (ABK). However, field observations indicate that social support from non ABK students toward ABK students remains suboptimal, potentially hindering their social and academic adaptation. This study aims to analyze the level of social support provided by non ABK students to ABK students in Riau Province and to formulate its implications for guidance and counseling services. This study employs a quantitative approach using a survey method. The study sample consisted of 121 non ABK students selected through purposive sampling, with criteria including enrollment in an inclusive school and having direct interaction with ABK students. Data collection was conducted through the distribution of an online questionnaire using Google Forms. The instrument was designed based on Sarafino’s social support theory, which encompasses five dimensions: emotional, esteem, instrumental, informational, and social group. Data were analyzed using descriptive statistics. The results of the study indicate that the overall level of social support from non ABK students toward ABK reached 84.12%, though there were variations across each dimension. Informational support had the lowest average score, at 16.66 or 83.31%, indicating a lack of information provision, guidance, and problem-solving assistance for ABK students. Consequently, there is a need to strengthen guidance and counseling services focused on enhancing empathy, communication, and informative support skills in inclusive schools.