PENYUSUNAN PROGRAM KONSELING INKLUSIF UNTUK MENINGKATKAN LAYANAN PESERTA DIDIK BERKEBUTUHAN KHUSUS DI SEKOLAH DASAR

Abstrak

Penelitian ini bertujuan merancang program konseling inkusif sebagai strategi untuk meningkatkan mutu layanan bagi peserta didik berkubutuhan khsus di sekolah dasar. Kebutuhan akan program ini muncul karena layanan bimbingan dan konseling yang bersifat umum belum mampu sepenuhnya menyesuaikan dengan keberagamam karakteristik serta kebutuhan individual peserta didik. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif, melibatkan guru bimbingan dan konseling, guru kelas, serta kepala sekolah sebagai subjek penelitian. Pengumpulan data dilakukan melalui observasi, wawancara, dan telaah dokumentasi. Hasil penelitian menunjukkan bahwa penyusunan program konseling inklusif dilaksanakan melalui tahap asesmen kebutuhan peserta didik, perumusan tujuan, penentuan jenis layanan, penyusunan rencana kegiata, dan evaluasi program. Program yang dihasilkan mencakup layanan dasar, layanan responsif, perencanaan individual, serta dukungan sistem yang disesuaikan dengan karakterisik peserta didik berkebutuhan khusus. Simpulan penelitian menegaskan bahwa program konseling inklusif yang dirancang secara sistematis dan kolaboratif mampu meningkatkan efektifitas layanan bimbingan dan konseling di sekolah dasar inklusif serta dapat dijadikan pedoman dalam penyelenggaraan layanan konseling yang adil, ramah, dan berorientasi pada kebutuhan peserta didik berkebutuhan khusus.

This study aims to design an inclusive counseling program as a strategy to improve the quality of services for students with special needs in elementary schools. The need for this program arises because general guidance and counseling services have not been able to fully adapt to the diversity of students’ characteristics and individual needs. The study employed a qualitative approach with a descriptive method, involving guidance and counseling teachers, classroom teachers, and school principals as research participants. Data were collected through observation, interviews, and document review. The results show that the development of the inclusive counseling program was carried out through several stages, including needs assessment, formulation of objectives, determination of service types, preparation of activity plans, and program evaluation. The resulting program consists of basic services, responsive services, individual planning, and system support tailored to the characteristics of students with special needs. The conclusion confirms that an inclusive counseling program designed systematically and collaboratively can enhance the effectiveness of guidance and counseling services in inclusive elementary schools and can serve as a guideline for providing fair, supportive, and needs-oriented counseling services for students with special needs.