Guidance and Counseling Programs for Inclusive Education in Primary School

Submitted: 05 September 2019, Accepted: 26 December 2019

AL-BIDAYAH: Jurnal Pendidikan Dasar Islam
ISSN: 2085-0034 (print), ISSN: 2549-3388 (online)

GUIDANCE AND COUNSELING PROGRAMS FOR INCLUSIVE

EDUCATION IN PRIMARY SCHOOL

Amalia Rizki Pautina, Wiwik Pratiwi, Sri Yunita Taligansing

Institut Agama Islam Negeri Sultan Amai Gorontalo
E-mail: lia050987@gmail.com, wiwikpratiwihalias88@gmail.com,
taligansing.ugm@gmail.com

ABSTRACT

Inclusive education is a form of education service which does not distinguish between
regular students and those with special needs, whether physical, social, intellectual,
emotional, linguistic and so on. It also includes students in remote or backward areas,
isolated indigenous communities, and experiencing natural disasters, social disasters,
and economically incapable of having education in regular schools from primary school
till senior high school. In primary schools providing inclusive education, schools are
required to make adjustments both in terms of curriculum, educational facilities, and
infrastructure, as well as learning systems so that it suits the individual needs of
students. Besides, to maximize the implementation of inclusive education in primary
schools, guidance, and counseling programs oriented to each individual are needed. This
study uses a qualitative approach to the literature review method. The result of this
research is guidance and counseling program at inclusive schools is directed at
developing personality and life skills so that students can participate in the community
and not become a burden on the family or community. The implementation of guidance
and counseling programs in primary schools implementing inclusive education is
carried out in four stages: planning, designing, implementing and evaluating.

Keywords: Guidance and Counseling, Inclusive Education, Primary Schools

INTRODUCTION
Primary schools are an essential part of the National Education System in
Indonesia. Primary schools are a low-level formal education which organizes education
for six years. Law Number 20 the Year 2003 concerning the National Education System
explains that primary schools include Sekolah Dasar/Madrasah Ibtidaiyah, Sekolah
Menengah Pertama/Madrasah Tsanawiyah, or other forms of equivalent, while
secondary education includes Sekolah Menengah Atas /Madrasah Aliyah Sekolah
Menengan Kejuruan/Madrasah Aliyah Kejuruan or other forms of equivalent.1
Education is vital for everyone. Through education, a person can know and
make a better attitude. Every Indonesian has the same opportunity of having an

1
President of Republic of Indonesia, “the National Education System”, Law of the Republic of
Indonesia Number 20 of 2003, Pemerintah Republik Indonesia, 2003.
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Volume XI, Number 2, December 2019; ISSN (Print): 2085-0034; ISSN (Online): 2549-3388
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use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on
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 Guidance and Counseling Programs for Inclusive…

education. Education is not only for a particular group such as the rich and physically
perfect; the poor, even those with special needs, are entitled to an education. Children
with special needs are children with unique and distinctive characteristics, and different
from healthy children in general also need special education services.
The National Coordinating and Family Planning Board (BKKBN), estimates the
number of school children is 42,870,041 people, and 10 percent of school-age children
(5-14 years) have special needs2. Meanwhile, the number of ABK nationally in
Indonesia that received education services is 30% (106,000 children) in 2012. In
Yogyakarta, to date, as many as 189 ABK have received educational services from 332
total number of ABK. 3
The Ministry of Education and Culture estimates that almost 70% of children
with special needs did not get a proper education. The latest data from the Central
Statistics Agency in 2017 stated that the number of children with special needs in
Indonesia is as many as 1.6 million people. This statistic data means that there are more
than one million children with special needs who have not yet acquired an essential
education for their lives. Of the 30% of children with special needs who have obtained
an education, only 18% of them got inclusive education, both from a particular school,
and regular schools implementing inclusive education4.
The term "disabled" which was first conceived by Mansyur Fakih and Setya Adi
Purwanta (a blind person) is not necessarily a substitute for the term disabled 5.
Historically, inclusive education has long been introduced in the world of education.
This history refers to the results of the world conference on Education for All, which
was held in 1990 in Thailand. The results of the conference included: bringing all
children to school and provide all children with an appropriate education. 6 Inclusive

2
AD, Yahya, and Siti Kristika. “Pengalaman Guru Bimbingan dan Konseling dalam Menangani
Anak Berkebutuhan Khusus”, Konseli: Jurnal Bimbingan dan Konseling 02, no. 2 (2015): 43–49.
3
Astri Hanjarwati and Siti Aminah, “Evaluasi Implementasi Kebijakan Pemerintah Kota
Yogyakarta Mengenai Pendidikan Inklusi,” Inklusi 1, no. 2 (2014): 221,
https://doi.org/10.14421/ijds.010206.
4
Tika Anggreni Purba, “70 Persen Anak Berkebutuhan Khusus Tak Dapat Pendidikan Layak”,
https://lifestyle.bisnis.com/read/20190326/236/904431/70-persen-anak-berkebutuhan-khusus-tak-dapat-
pendidikan-layak, pada tanggal 29 Agustus 2019 pukul 14.20.
5
M. Joni Yulianto, “Konsepsi Disabilitas Dan Pendidikan Inklusif,” Inklusi 1, no. 1 (2014): 19,
https://doi.org/10.14421/ijds.010102.
6
Badiah, Lutfi Isni, “Urgensi Bimbingan Dan Konseling Bagi Anak Berkebutuhan Khusus
(ABK) di Sekolah Inklusi,” Prosiding Seminar Nasional Peran Bimbingan dan Konseling dalam
Penguatan Pendidikan Karakter Universitas Ahmad Dahlan , 2017, 123.

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education is an education service system that regulates children with special needs.
They can be served in regular schools that are close to where they live with peers
without having their specific class. Inclusion education schools start from TK / RA, SD /
MI, SMP / MTs, till SMA / SMK / MA levels.
In inclusive schools, the abilities of every child are heterogeneous. Besides
normal children, there are also children with special needs who have a variety of
disorders from intellectual, physical, social, emotional, and neurological sensors. To
provide the best service for inclusive education in schools, in addition to modifying the
learning model, guidance and counseling services also needed that are oriented to each
individual.
Based on the previous explanation, the purpose of this article is to explain
counseling guidance service programs that are arranged according to the needs of
children with special needs to help students have a better accepting of themselves, know
themselves, recognize their weaknesses, recognize their strengths so they can direct
themselves according to their abilities so that they can develop optimally.

RESEARCH METHOD
This research is a literature review that describes counseling guidance service
programs that can make children with special needs can develop optimally. The
qualitative approach was an approach to explain that problem in this research deeply.
This study also used primary and trusted reference sources from credible scientific
journals and major reference books. The credential reference is that this study uses one
of them is an accredited scientific journal. The focus of the research analysis in the
discussion of the literature review is about the guidance and counseling service program
in primary schools.

RESULT AND DISCUSSION

Primary Schools and Its Characteristics
Primary school is the most basic level of formal education in Indonesia, which is
taken within six years, and this institution is neatly managed, and every activity is

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 Guidance and Counseling Programs for Inclusive…

planned deliberately7. Primary schools are basic educational institutions that carry out
six-year educational programs for children aged 6 to 12 years 8. Elementary Schools as
an early-stage formal educational institution for students that have the task of providing
appropriate early-stage teaching and by the level of student abilities.9 Thus, it can be
concluded that primary school is a formal educational institution at the level of primary
education for children aged 7 to 12 years and organize for six years.
The primary school aims at preparing students ready to continue at the next level,
namely junior high school or equivalent. Primary schools also facilitate students to
interact and communicate more broadly even with new people, so that primary school
education has the following objectives: first, guiding physical and spiritual growth and
development, students' talents, and interests; second, provide essential knowledge,
skills, and attitudes that are beneficial to students; third, establish a good society; fourth,
continuing education at the junior high school level; fifth, have basic knowledge, skills,
and attitudes to work in the community; and, sixth, skilled to live in the community and
can develop themselves following the principles of lifelong education. 10
Primary school students have distinctive characteristics. Below the authors
describe: the first characteristic is physical and motor development. Primary school
students are individuals who experience the most physical and psychological changes.
The physical development of an individual must affect his motor movements. The
following are the physical characteristics of primary school students: (1) ages 7 to 9
years namely, and girls are shorter and lighter than boys; (2) ages 9 to 10 years that is,
girls and boys have the same height and weight; and (3) 11 years old, in example girls
have a higher and heavier posture than boys. As for motor development, children begin
to develop necessary motor skills, namely balancing the body, running, jumping, and
throwing. 11
The second characteristic is cognitive development. Primary school-age students
experience rapid cognitive growth. Children begin to learn to form a concept, begin to

7
AD, Yahya, and Siti Kristika. “Pengalaman Guru Bimbingan dan Konseling dalam Menangani
Anak Berkebutuhan Khusus”
8
AD.
9
Arina Fithriyana, Dwi Yuwono Puji Sugiharto, Sugiyo. “Bimbingan Kelompok Dengan Teknik
Permainan Simulasi Untuk Meningkatkan Kemampuan Komunikasi Antar Pribadi Siswa", Jurnal
Bimbingan Konseling 3, no. 2 (2014): 137-142.
10
AD, Yahya, and Siti Kristika. “Pengalaman Guru Bimbingan dan Konseling dalam Menangani
Anak Berkebutuhan Khusus”
11
AD.

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see relationships, solve problems in situations involving concrete objects and conditions
that are familiar to them, children also have started to shift from egocentric thinking to
objective thinking12. Even, the child can understand the existence of a move to
something concrete and has understood the problem of cause and effect, the child is also
able to interpret a good or bad action from the consequences that result. 13
The third characteristic is psychosocial development. The psychosocial
development of elementary school-age students (6 to 12 years) is at the industrial versus
inferiority stage. At this stage, the child realizes that he has the ability and uniqueness
that makes him different from others; dependence on the family begins to decrease
because the child prefers to gather with his friends. Children also start trying to do tasks
and work14. Even, children begin to be responsible, children also begin to seek attention
and appreciation for their work, because they like to get along, they begin to feel less
confident if they are not able to do the tasks as their friends do15.

Inclusive Education
The term inclusion can be related to equality, justice, and individual rights in the
distribution of resources such as politics, education, social, and economical, each of
these aspects do not stand alone but are interrelated to one another. 16 Regulation of the
Minister of National Education Number 70 Year 2009 concerning Inclusive Education
for students who have disabilities and have potential intelligence and/or unique talents,
article 1 states that inclusive education is a system of providing education that provides
opportunities for all students who have disabilities and have potential intelligence and or
unique talents to participate in teaching or learning in the educational environment
together with students in general. 17
Inclusive education is an educational service for students who have special
educational needs in regular schools (elementary, junior high, high school, and
vocational), which are classified as extraordinary both in terms of disabilities, slow

12
AD.
13
AD.
14
AD.
15
AD.
16
AD.
17
President of the Republic of Indonesia, “Regulation of the Minister of National Education
Republic of Indonesia Law No. 70 of 2009 Concerning Inclusive Education of the Republic of
Indonesia,” 2009.

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responding to learning and experiencing other learning difficulties18. Besides, according

to Mohammad Takdir, Inclusive Education is a form of educational reform that
emphasizes anti-discrimination attitudes, the struggle for equal rights and opportunities,
justice, and expansion of access to education for all, improving the quality of education,
strategic efforts in completing 9-year compulsory education, and efforts to change
people's attitudes towards children with special needs. 19
Based on several opinions about the understanding of inclusive education
before, it can be concluded that inclusive education is one form of educational service
that does not distinguish between regular students and those with special needs both
physical, intellectual, social, emotional, linguistic, and so on, including also participants
students who are in remote or backward areas, indigenous peoples who are isolated,
and/or experience natural disasters, social disasters, and lack of financial capacity to get
education in regular schools such as SD / MI, SLTP / MTs, SMA / MA / SMK.
Also, the category of children with special needs are divided into the following:
(1) the hearing impaired (deaf, deafened, with hearing loss); (2) visually impaired
(blind, blinded, with low vision); (3) intellectual disabilities (mental retardation, mental
retardation); (4) speech disorders; (5) disorders of the musculoskeletal system; (6) a
complex structure disorders (mentally retarded blind or deaf, deaf-blind, and others.);
and (7) the emotional-volitional disorders and children with autism20.
Referring to Article 32 of Law Number 20 the Year 2003 Concerning the
National Education System, the author categorizes children with special needs in
primary schools implementing inclusive education, as follows: first, children with
permanent special needs consisting of blind children, deaf, speech impaired, mentally
disabled, physically disabled, barreled, autistic, and children with unique talents and
intelligence. Second, children with temporary special needs consisting of children in
remote and backward areas; children in indigenous communities who are separated
from other communities; children affected by natural disasters and unable to attend and
complete education due to natural disasters; children affected by social disasters, is

18
AD, Yahya, and Siti Kristika. “Pengalaman Guru Bimbingan dan Konseling dalam Menangani
Anak Berkebutuhan Khusus”
19
AD.
20
Roza A. Valeeva and Ewa M. Kulesza, “Education for Persons with Special Needs: Polish and
Russian Experience,” International Journal of Environmental and Science Education 11, no. 7 (2016):
1619–29, https://doi.org/10.12973/ijese.2016.367a.

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children who cannot participate in and complete education due to specified social
disasters; and children from economically disadvantaged communities.
Reference in the implementation of inclusive education, consists of several
principles, as follows: first, the principle of equity and quality improvement. Inclusive
education is one of the strategies to equalize opportunities in obtaining an education
because inclusive education institutions can accommodate all children who have not
been reached by other education services. Inclusive education is also a quality
improvement strategy because the inclusive learning model uses varied learning
methods and can cover all children but still respect differences. Second, the principle of
individual needs. Education must be endeavored to suit the child's condition because
every child has different abilities and needs. Third, meaningfulness principle. Inclusive
education creates and maintains friendly class communities, accepts diversity, and
values diversity. Fourth, the principle of sustainability. Inclusive education is carried out
regularly at all grades of education. Fifth, the principle of involvement. Inclusive
education involves all related to education components. 21
Usman Abu Bakar formulated the two principles of inclusive education as
follows: first, the principle of equal rights in education. Inclusive education
accommodates all children to get quality education, respect diversity, and recognize
individual differences. Second, the principle of improving school quality. Strive to
always improve the quality and quality of schools, starting in the provision of facilities
and infrastructure, the ability of teachers, and changing school views about the needs of
children, collaborating with related institutions as partners to improve the quality of
schools, and creating a school that is friendly to children so that children feel safe and
comfortable to learn and interact with peers. 22
Based on the formulation of the basic principles of inclusive education according
to previous experts, authors conclude that the basic principles of implementing inclusive
education in primary schools must accommodate the needs of each student by providing
facilities and infrastructure, formulating a flexible curriculum and involving
stakeholders so that education services run optimally.

21
AD, Yahya, and Siti Kristika. “Pengalaman Guru Bimbingan dan Konseling dalam Menangani
Anak Berkebutuhan Khusus”
22
AD.

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Meanwhile, the implementation of inclusive education in Indonesia is regulated in

the Act, while the objectives of inclusive education, as stated in Law Number 70 of
2009 Article 2 are: first, provide the broadest opportunity for all students who have
physical, emotional, mental, and social disabilities or have the potential for intelligence
and unique talents to obtain quality education following their needs and abilities;
second, realizing the implementation of education that respects diversity and does not
discriminate against all students as referred to in letter a Indonesia.
Furthermore, the objectives of implementing inclusive education in Indonesia,
according to the Ministry of National Education, are as follows: first, providing the
broadest possible opportunities for all children (including children with special needs)
to get an appropriate education under their needs; second, accelerate the compulsory
primary education learning program; third, improve the quality of primary and
secondary education by suppressing the number of children falling behind classes and
dropping out of school; fourth, creating an educational environment that respects
diversity, is non-discriminatory, and is friendly to learning; fifth, fulfill the mandate of
the 1945 Constitution, specifically Article 32 paragraph 1, Law Number 20 of 2003
Article 5 paragraph 1, Law Number 23 of 2002 concerning child protection Article 51.
23

Based on the objectives of inclusive education that have been described

previously, in the implementation of inclusive education, schools are required to make
adjustments starting from the curriculum, infrastructure, and learning systems so that it
suits the needs of students. This necessity is because inclusive education seeks to
provide equal opportunities for each student to obtain a decent and quality education to
develop their potential.

Guidance and Counseling in Schools

The word “Bimbingan Konseling” comes from English, namely guidance and
counseling. Rochman Natawidjaja defines guidance as a process of assisting individuals
carried out on an ongoing basis so that individuals can understand themselves, direct
themselves, and can act appropriately under the demands and circumstances of the

23
AD.

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Amalia Rizki Pautina, Wiwik Pratiwi, Sri Yunita Taligansing

family and community. Thus he can feel the happiness of his life and can make a
meaningful contribution24.
Furthermore, Prayitno and Amti interpret guidance as the process of providing
assistance carried out by experts on the psychology of a person or several individuals,
both children, adolescents, and adults so that the people being guided can develop their
own and independent abilities, by utilizing individual strengths and means existing and
can be developed based on applicable norms. 25
Walgito argued that counseling is the assistance given to individuals to solve life
problems through interviews and following the circumstances faced by individuals to
achieve prosperity in life.26 Furthermore, Nurihsan defines counseling as an effort to
help individuals through a process of personal interaction between counselor and
counselee so that the counselee can understand themselves and their environment, able
to make decisions and set goals based on the values they believe so that the counselee
feels happy and useful behavior. 27
Based on the exposure of previous experts on the definition of guidance and
counseling, the authors conclude that guidance and counseling is a process of assisting
individuals or groups carried out by counselors so that the people being guided can
solve their problems, develop their abilities and become independent to achieve
happiness in his life. Meawhile, the implementation of guidance and counseling services
has a purpose. The general purpose of implementing guidance and counseling services
is to make counselees independent. If linked to inclusive education in primary schools,
the purpose of guidance and counseling services is to help children become
independent, able to accept themselves and to understand themselves.
There are nine types of services in guidance and counseling, as for the types of
services used in the guidance and counseling program in primary schools implementing
inclusive education, as follows: the first type is orientation service. Orientation services
are services provided to counselees in this case students to know something new. The
goal of this service is to help students have an understanding so that they can adapt to
new environments, conditions, or situations. The second type is information services.

24
AD.
25
AD.
26
AD.
27
AD.

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Information services are services provided to students so that they have an

understanding and knowledge of themselves and their environment so they can make
the right decisions for their lives. The provision of information can be through direct or
indirect communication. Information is also adjusted to the child's ability to
communicate, especially when communicating with children who are blind or speech
impaired. The goal of this service is to help students find information that can make
them able to organize and plan their lives.
The third type is placement and distribution services. Placement and distribution
services are services provided to the counselee in order to be able to occupy a place or
environment by the conditions of students. This service aims to help students in
occupying a place or environment that suits them so that students can develop their
potential optimally. Also, this service aims to help students get the right environment
related to their abilities and interests. The fourth type is content mastery services.
Content mastery service is a tutoring service provided to students to be able to master a
competency. This service aims to help students to be able to master specific
competencies through learning activities, besides, this service is also to form an
understanding and mastery of certain skills so that students are able to overcome the
problems they face.
The fifth type is individual counseling services. Individual counseling services
are services provided to students so that the problems encountered are overcome. This
service aims to help students master the problems they face through counseling
interviews using counseling techniques and theories. The sixth type is group counseling
services. Group counseling services are services provided to several students to help
overcome personal problems they face through group activities by utilizing group
dynamics. This service aims to resolve the issues faced by group members and develop
the ability to socialize and communicate with others. The seventh type is group
guidance services. Group guidance services are services provided to several people in a
group format so that group dynamics are created and useful for self-development and
problem solving for group members. This service aims to help students develop their
social skills, increase their courage of opinion and communication skills, and help
students to solve common problems they face.

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The eighth type is mediation services. Mediation services are services provided
to two or more parties who are experiencing a disharmony or are in dispute. This service
aims to create new and favorable conditions of relations between the parties in conflict.
Ninth type is consultation services. Consultation services are services provided by
counselors to students to obtain information, understanding, and ways that can be done
to help resolve third-party problems. This service aims to provide students with
knowledge, information, insight, and methods so that students can overcome issues that
are being faced by third parties, where third parties have a reasonably close relationship
with students.
Besides the nine types of services described earlier, in the counseling guidance
program in inclusive education in primary schools, there are also support activities that
must be carried out by counselors, in this case, teachers in primary schools. The
supporting activities are as follows: first, instrumentation application, this activity is
data collection and student information; second, the collection of data, data collected
from various things about the characteristics of students, conditions, and things that
support it; third, a case conference is a forum that brings several parties together to
discuss students' problems; fourth, home visits, collecting data, and information by
visiting students' homes to solve the problem; fifth, transferring the case, moving the
case to another party to get more appropriate handling.
The guidance and counseling program is a series of guidance and counseling that
is arranged systematically, planned, organized, and coordinated in a particular time 28.
The guidance and counseling program is also interpreted as an overall plan of guidance
and counseling activities that will be carried out in specific periods, such as an annual,
semester, monthly, weekly and daily programs 29. The definition of a guidance and
counseling program that refers to the opinion of previous experts is a series of
counseling guidance activities that are arranged systematically, planned, organized, and
coordinated in the annual, semester, monthly, weekly, and daily periods.
In the guidance and counseling (GC) program in inclusive education in primary
schools, the preparation of the program must be based on the needs and conditions of
children with special needs, regular children, and children with other requirements in

28
AD.
29
Dewa Ketut Sukardi, Pengantar Pelaksanaan Program Bimbingan dan Konseling di Sekolah
(Jakarta: Rineka Cipta, 2008), p. 7.

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inclusive schools. In the implementation of the GC programs in schools, four

approaches can be used, including: first, a crisis approach, which is taken to overcome
problems, second, a remedial approach that is carried out by fixing things that cause
problems, third, a preventive approach taken to prevent problems, and, fourth,
developmental approaches taken to optimize the development of students. 30
Teachers in primary schools implementing inclusive education must create
guidance and counseling programs based on the objectives to be achieved within a
specified period. Teachers in schools providing inclusive education must make the
following types of programs: first, the annual program, the annual program is based on
the evaluation of the previous year's program, and the current program will be a
reference in preparing the guidance and counseling program for the coming year. In the
implementation of inclusive schools, programs are integrated into one another. The
annual program includes semester programs. Second, monthly programs, monthly
programs contain weekly and daily programs. The monthly program includes all
activities to be carried out for one month, and the counselor must modify according to
the needs of students both regular and those with special needs. Third, the daily program
is a program that will be implemented on certain days for one week. The daily program
is a derivative of the weekly schedule. The types of programs in regular schools and
schools providing inclusive education are almost the same, except that in inclusive
education programs are arranged according to the situation of students combining
healthy children and children with special needs in one class.

Guidance and Counseling Programs For Inclusive Education In Primary Schools

Guidance and counseling programs in inclusive schools are structured to help
students achieve personal, social, learning, and career independence. Children with
Special Needs are children with disabilities in the development of life due to disruption
(mental, intellectual, emotional, social, physical) in the social-social, career, and
academic fields, so they need special services and are different from children in general.
31
Kustawan said that guidance and counseling for children with special needs are to

30
Widada, “Program Bimbingan Dan Konseling Di Sekolah Dasar,” Jurnal Pemikiran Dan
Pengembangan Sekolah Dasar (JP2SD) 1, no. 1 (2013): 65, https://doi.org/10.22219/jp2sd.v1i1.1531.
31
Muya Barida and Dian Ari Widyastuti, “Acceptance and Commitment Therapy (ACT) to
Improve Educators Self-Acceptance of Children with Special Needs” 06, no. 2 (2019): 117–24.

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help them get to know themselves, find their specific needs according to obstacles, and
their disorders. 32
Guidance and counseling service programs in primary schools providing
inclusive education tailored to the special needs of children individually in the context
of classifying together between children with special needs and normal children. The
guidance and counseling program in inclusive schools is directed at developing
personality and life skills so that students are able to participate in the community and
not become a burden on the family or community.
A successful program is a program that runs well, is sustainable and under the
stated goals. To maximize the achievement of the program that has been prepared, there
are stages in the implementation of the program. Gysber and Henderson in Sugiyo
stated that there were four stages in the implementation of the guidance and counseling
program, which included planning, designing, implementing, and evaluating. 33
First stage is planning. Guidance and counseling program planning aims to
provide maximum services to children with special needs and normal children without
discrimination. There are several activities in the planning stage, as follows: (1)
examining the needs and problems of students following the task of development; (2)
classifying the objectives to be achieved by taking into account both general and special
purposes; (3) making a limit on the type of program made, the intended limit relates to
the time the program implemented; (4) examining the types of programs that already
exist to prevent duplication of programs to be prepared, and streamline the
implementation time of the program; (5) seek support and cooperation from school
staff, parents, and the community; (6) determine program priorities. 34
The second stage is designing. The designing of guidance and counseling
programs in primary schools providing inclusive education must refer to the needs of
each student, both regular and those with special needs. Gysber and Henderson suggest
that several activities must be carried out at this stage, as follows: (1) formulating
program objectives compiled operationally in the form of measurable service activities;
(2) choosing strategies and techniques for implementing programs that are tailored to
the needs of students, the conditions and situation of the school; (3) describe in detail

32
Widada, “Program Bimbingan Dan Konseling Di Sekolah Dasar.”
33
Widada
34
Widada

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the components of the program; (4) analyzing the ability of school staff; and (5) carry
out capacity building for school staff. 35
The third stage is implementation. The implementation of guidance and
counseling programs in elementary schools providing inclusive education facilitates
students to be able to achieve developmental tasks that are appropriate to their
development phase. Therefore, in implementing the guidance and counseling program,
there are several activities as follows: (1) identify resources that include normal and
special learners, school principals, class teachers, subject teachers, counselors,
parents/guardians, and so forth. Infrastructure facilities and implementation times also
need to be identified to support the success of the program; (2) create instruments that
measure program success; (3) implement programs and adjust programs arranged by
programs from other schools; (4) make revisions or improvements to the program based
on the results of the distribution of instruments. 36
The implementation of the counseling guidance program must be based on a
particular time. To make the implementation time-efficient, the counselor must make a
schedule. Following in Figure 1 is the schedule for the implementation of guidance and
counseling programs in inclusive education in primary schools:

Figure 1.
Schedule Implementation of Guidance Counseling Programs

35
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36
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The fourth stage is evaluation. Evaluation of guidance and counseling programs

in primary schools providing inclusive education tends to be more detailed and
complicated because it is not only prioritized for normal children but also children with
special needs. There are three types of assessment carried out in the process of assessing
the guidance and counseling program, as follows: the first type is personal assessment.
Personnel assessment is a procedure for determining the effectiveness of the work of a
counselor or homeroom teacher or accompanying teacher in implementing guidance and
counseling programs in primary schools providing inclusive education. The second type
is process assessment. The assessment process is done through an analysis of the
effectiveness of the guidance and counseling program. The scope of the assessment
process includes all types of essential services and support services provided by the
counselor, assistant teacher or homeroom teacher.
Meanwhile, the third type is evaluation of the results. Evaluation of the results
aims to find out developments that occur in students after the guidance and counseling
program is given. Evaluation of the results consists of: (1) immediate assessment
(laiseg), i.e. initial assessment which is carried out after being provided services; (2)
short-term assessment (laijapen), which is a follow-up assessment conducted a few days
after the implementation of the service; and (3) long-term assessment (laijapang), which
is a comprehensive assessment carried out at intervals of a particular time unit, for
example semester. 37

CONCLUSION
The results of the discussion showed that the implementation of the guidance
and counseling program in primary schools implementing inclusive education must be
adjusted to the characteristics of students, the programs arranged were not
discriminatory because they were intended for normal students or those with special
needs. The category of children with special needs is divided into two, namely children
with permanent special needs and children with temporary special needs.
The guidance and counseling program that was created aims to help students in
elementary schools implementing inclusive education, become independent, know
themselves, and be able to accept themselves. A successful program is a program that

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 Guidance and Counseling Programs for Inclusive…

runs well, sustainable, and following the stated goals. To maximize the achievement of
the program that has been compiled, the following are the stages of the implementation
of the counseling guidance program: planning, designing, implementing, and
evaluating.
Therefore, to optimize the achievement of the implementation guidance and
counseling programs that have been designed, the author expects that the teachers in
primary school can apply for the programs and be adapted to the needs of students in
their respective schools, bearing in mind that not all primary schools in Indonesia have
counselor or guidance teachers.

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