Pegem Journal of Education and Instruction, Vol. 14, No. 4 , 2024 (pp.

325-330)
Literature Review WWW.PEGEGOG.NET

Guidance and Counseling Teachers in Inclusive

Education : A Literature Review
Henny Indreswari1*, Ediyanto Ediyanto2
1
Departmen of Guidance and Counseling, Faculty of Education, Universitas Negeri Malang, Malang Indonesia
2
Department of Special Education, Faculty of Education, Universitas Negeri Malang, Malang, Indonesia

Abstract
Inclusive education is a learning system that provides equal opportunity for every student, regardless of their physical
condition. This education is expected to aid students with special needs to gain optimum development. Additionally, one
of the crucial education components for students’ development is guidance and counseling teachers. This study aims to
explore guidance and counseling teachers’ role and understanding of the required guidance and counseling services in
inclusive schools. This literature review garnered data through numerous search engines, such as ScienceDirect, Springer-
link, Google Scholar, WoS, DOAJ, SAGE Journal, and Garuda. Our analysis results suggested that guidance and counseling
teachers have to include inclusive education components in their services due to the unique needs of students with special
needs. Thus, the guidance and counseling teachers have to incorporate inclusive education elements in the guidance and
counseling process.
Keywords: guidance and counseling, teachers, inclusive education
Introduction
Inclusive education was initiated to transform the educational of primary school students is 35.031, while the total number
system by offering more opportunities for students of diverse of inclusive elementary schools is 158,527. Even though in its
backgrounds (Ainscow & Sandill, 2010; Opertti et al., 2009). implementation, the inclusive education system, especially in
A number of factors influence the successful practice of Indonesia, is still experiencing many obstacles (Ediyanto et al.,
inclusive education, such as coordination between special 2023).
teachers, classroom teachers, course teachers, guidance and The inclusive education practice contains eight main
counseling teachers, as well as assistant teachers (Lindqvist aspects, namely students enrollment, identification,
et al., 2011; Safitri & Dhaifi, 2020)Karangasem Bali Regency. flexible curriculum, design of learning material and proper
Data collection is done by conducting observations, learning activities, modified classroom layout, assessment,
interviews, and documentation. Data analysis is carried out procurement and utilization of adaptive learning media, as
by giving meaning to the data that was collected, then from well as learning evaluation and assessment (Peraturan Menteri
that meaning conclusions are drawn. Checking the validity Pendidikan Nasional Republik Indonesia No 70 Tahun 2009).
of the data is done by triangulation. The results showed (1. The assessment seeks to gather useful information for the
During inclusive education, the teachers have to be equipped review in order to design a learning program for students with
with several insights concerning students with special special needs. In the absence of identification and evaluation
needs. That way, teachers can identify their students and the in inclusive education, students’ learning materials may be
member of society around the school. Besides, some students insufficient to meet their needs (Florian & Black-Hawkins,
face challenges in adapting to special needs students. Thus,
teachers carry important roles in guarding the excellent
Corresponding Author e-mail: [email protected]
implementation of inclusive education (Wahyuni et al., 2021).
How to cite this ar ticle: Indreswari H, Ediyanto E (2024).
The inclusive education program has been regulated
Guidance and Counseling Teachers in Inclusive Education: A
in the Regulation of the Minister of National Education of
Literature Review. Pegem Journal of Education and Instruction,
the Republic of Indonesia no 70 the Year 2009 on inclusive
Vol. 14, No. 4, 2024, 325-330
education and is reinforced in the Law of the Republic of
Indonesia No 8 the Year 2016 concerning people with special Source of support: Nil
needs. This inclusive education program aims to enhance Conflict of interest: None
access to and quality of ideal education for students with DOI: 10.47750/pegegog.14.04.29
special needs while ensuring their equal right to education, Received: 24.01.2024
similar to other children. According to the 2019-2020 basic
Accepted : 04.05.2024   Publised : 01.09.2024
educational data (in Wahyuningsih, 2020), the total number
 Guidance and Counseling Teachers in Inclusive Education : A Literature Review

2011; Horner et al., 2005; Vaughn & Klingner, 1998). Kartini keywords of “inclusive school” and “guidance and counseling
and Aprilia (2022) argue that teachers need more know about teachers in inclusive schools.” At this stage, 75 articles have
the assessment information and frequent training for them. been selected that match the criteria. Further, the obtained
In addition, the guidance and counseling teachers are articles were selected to specify the role of guidance and
also obligated to provide services based on students’ needs counseling teachers in inclusive schools, as well as their
in an inclusive setting (Ita, 2018; Vidiarti et al., 2019). knowledge concerning students with special needs. Based
Simultaneously, in inclusive education, they should also have on the categorization of terms that have been determined, 16
the capacity for designing learning activities, encouraging articles are used to explain guidance and counseling teachers
students’ active participation, as well as providing interactive, in inclusive education. From the literature review process, we
fun, inspirative, and challenging services while also providing analyze the secondary data and compile this research article.
room for students’ creativity and independence following
their interest, talent, and physical, as well as psychological
Results
development. Besides, learning that only accentuates the
cognitive aspect will shape human beings with imbalanced Roles of Guidance and Counseling Teachers
capabilities. Thus, the guidance and counseling course holds a in Inclusive School
crucial role in aligning students’ cooperative, aggressive, and From our literature analysis, we observed a number of
psychomotor aspects (Boothe, 2010; Dr. Nimrat Singh, 2017). guidance and counseling teachers’ roles within inclusive
As a part of education instruments, guidance and education, consisting of (1) helping special needs students
counseling teachers are obligated to proactively and uncover their self-concept, (2) facilitating those students
systematically assist individual students in achieving optimal adapt to their obstacles, (3) conducting coordination with
development (Lapan, 2001; Romasz et al., 2004). Thus, the experts in different fields, (4) providing counseling sessions
counselor should orient toward students’ needs during the for the student’s family members, (5) helping the realization
services. Fundamentally, every student needs guidance and of effective development for special needs students, and (6)
counseling, including children with special needs. Lue & expanding students’ social and personal skills.
Riyanto (2020) and Suryahadikusumah and Nadya (2020) Guidance and counseling teachers assist students with
described that as counselors for special needs students, special needs in establishing their self-concept. Therefore,
teachers must demonstrate exceptional ingenuity and for these special needs students, the guidance and counseling
inventiveness in order to deliver a quality session despite the services are tailored to help them discover their identity,
counselees’ limitations. understand their environment, and plan their future. With
this program, the students with special needs are expected to
Research Purposes be capable of identifying their strengths and lacks, then using
This study explores the guidance and counseling teachers’ role them as a directive for self-development in the family, school,
and comprehension concerning the guidance and counseling and social setting. Besides, the activity orientation provided
services for students in an inclusive school. The results of by counselors also serves as help that enables the special needs
this study is expected to be a reference for guidance and students to resolve their own problems. Therefore, guidance
counseling teachers in providing services in inclusive schools. and counseling program focuses on both counselors’ skills
and counselees’ characters (Dami et al., 2019).
Methods In inclusive education, the guidance and counseling
This study used a literature review method. The literature teachers also serve as a facilitator who aids students in
review is commonly used for an investigation of several adapting to their challenges. Through inclusive education,
sources, such as books, journals, or other primary sources. students with special needs are given a fair opportunity
Creswell (2017) defines a literature review as a study of a series to attend general schools along with other usual students.
of research articles, books, journals, or other documents to However, students with special needs have been reported to
describe a research topic theoretically. This study focused face numerous issues during the adaptation process (Ringwalt
on the role of guidance and counseling teachers in inclusive et al., 2004; Santos, 2012; Wang & Lam, 2017). Often, they
education and their understanding of students with special encounter problems in adjusting to the school environment.
needs. The data were in the form of research articles In this situation, guidance and counseling teachers’ role in
gathered from several search engines, such as ScienceDirect, aiding special needs students acknowledge their difference is
Springerlink, Google Scholar, WoS, DOAJ, SAGE Journal, essential since it helps students attend the learning process
and Garuda. The data collection was carried out using the with all of their restraints.

326 Pegem Journal of Education and Instruction, ISSN 2146-0655

 Guidance and Counseling Teachers in Inclusive Education : A Literature Review

In realizing their roles, guidance and counseling teachers adolescence, and the complicated logistic nature of high
can collaborate with experts in other fields. Essentially, schools create a perfect storm of complexity that may pose
children with special needs have similar needs as the general challenges and establish barriers to providing an effective
children, which are divided into physical and psychological secondary education program. Given this complexity,
needs. However, in some special cases, which usually addressing learning needs for adolescents with ASD and
correlate with their disorders or special needs, these students improving post-school outcomes requires a comprehensive
require particular treatment. In its implementation, inclusive approach. In this article, the authors describe a set of
education is defined as learning that educates students and implementation science principles and practices that could
develops their independence, including during the guidance be employed in supporting the adoption and implementation
and counseling services involving experts in relevant fields. of a comprehensive program for high school students with
Thus, numerous experts are included in fulfilling the needs of ASD. The program developed by the Center on Secondary
students with special needs (Leko & Brownell, 2009; Stanley, Education for Students With Autism Spectrum Disorder
2015)specifically within the field of special education (IDEA, (CSESA. Subsequently, the guidance and counseling teacher
2004. Consequently, guidance and counseling teachers should holds a crucial role in identifying special needs students’
have the capability to coordinate with other experts. interests and helping them expand their talent. In the future,
Aside from those roles, guidance and counseling teachers those students are expected to be skillful and not rely on other
may provide services for student’s family members. According people’s assistance.
to the ecological theory from Bronfenbrenner (1986), human Guidance and counseling teachers also bear a role in
development is heavily influenced by the environment. developing students’ social and personal skills. (Peterson
Individuals living in a particular environment shape their & Seligman, 2004) defined social skills as the ability to
behavior. Similarly, children’s character development and communicate, build a relationship with other people, respect
pattern also reflect their microsystem environments or other people, appreciate themselves, listen to other people’s
closest living space, such as their family, teachers, peers, opinions or complaints, give or receive feedback, present
school environment, living space, and other aspects they or gain critics, behave following the norms, and so forth
commonly encounter. Children may experience positive or (petersen: 2004:36). These special need students gain those
negative growth, depending on their environment. Thus, skills through interaction in school and at home. The social
in constructing positive behavior, parents should practice development of students with special needs is impacted by
positive communication to help students with special needs several factors, such as the children’s condition, as well as
face their school life. For this reason, school counselors their interaction with the environment, as a learning media
should also provide guidance and counselor services for the and facility. A number of studies reported that students with
student’s family. excellent social skills are capable of conveying their positive
The guidance and counseling teachers should also aid and negative feelings in their interpersonal relationships
special needs students to attain effective development. During without hurting other people.
the learning process, some of the special needs students have
minimum or no skills in adapting to their environment. This Guidance and Counseling Teachers’ Under-
situation eventually influences their development. In this case, standing of Special Needs Students and Its
(Al-Hebaish, 2012) explained that the excellent guidance and Relation to the Guidance and Counseling
practice program presents a substantial role in improving The guidance and counseling program for students with
students’ confidence. A harmonious interaction between special needs should be designed following their needs. In
students and counseling teachers accelerates students’ inclusive schools, the guidance and counseling program
initiative in attending the guidance and counseling services for those students focuses on personality and life skills
(Jun-Tai & Barbour, 2014) so that students get comfortable in development for their lives in family and society setting. Our
school and experience effective development. analysis results showing the guidance and counseling teachers’
Additionally, guidance and counseling teachers should comprehension of special needs students are summarized in
present independence and capacity to advance students’ Table 1.
hobbies. As the school’s greater goal is to equip special Through specific programs tailored following the
needs students with the required skills and abilities for their particular requirements of special needs students, guidance
post-school life, the students have to attend the supporting and counseling instructors are intended to assist students in
programs provided in schools, such as the independence recognizing themselves and identifying their needs based
program (Odom et al., 2014)the expression of ASD during on their constraints. The guidance and counseling teachers’

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 Guidance and Counseling Teachers in Inclusive Education : A Literature Review

Table 1: Guidance and Counseling Teachers’ Understanding of Students with Special Needs
No Authors Research Title Finding Obstacles
1 Hadiansyah et al. (2021) Guidance and counseling In general, guidance and The guidance and counseling
program for students with spe- counseling teachers present teachers have minimum co-
cial needs in inclusive school a great understanding of the operation. Also, they have not
State Junior High School 17 classification of students with attended the workshop related
Mukomuko. special needs. However, their to the administration of guid-
treatment for special needs ance and counseling programs
students has not entirely ad- for children with special needs.
hered to the theory.
2 Lunenburg (2010) School Guidance and Counsel- Guidance and counseling They encounter issues in
ing Services teachers still refer to gener- identifying the physical and
wal operational guidelines in spiritual needs of special needs
constructing the guidance and students. Besides, they also
counseling program without have minimum coordination
involving the inclusive educa- with experts from relevant
tion aspects. fields, obstructing communi-
cation between counselors and
counselees.
3. Walker et al. (2020) Preschool teacher’s aware- The guidance and counseling The guidance and counseling
ness, attitudes and challenges teachers show relatively similar teachers face difficulties in
towards inclusive early child- knowledge of inclusive educa- consulting with specific course
hood education: A qualitative tion, but they have no proper teachers since they have no in-
study understanding of the effective, tercorrelated relationship.
accommodative, and appropri-
ate learning method for stu-
dents with special needs

understanding of special needs students’ handling will of the entire education system as it offers a strategic role in
increase if we constantly conduct an evaluation in the future. students’ development, primarily in inclusive education.
Accordingly, with their increasing knowledge, the teachers In addition, several studies also report similar finding
may design more effective and optimum strategies for the that highlights guidance and counseling teachers’ roles in
guidance and counseling program. facilitating student access the formal and informal education
(Duvekot & Onstenk, 2021; Greenhow & Lewin, 2016; Lam
Discussion & Hui, 2010). To date, guidance and counseling have been a
Education is closely correlated with character building part of the entire education system as it offers a strategic role
(Shields, 2011). Consequently, guidance and counseling in students’ development, primarily in inclusive education.
teachers hold a role in aiding special needs students to see Universally, guidance and counseling teachers are reported
their identities. Besides, these teachers also help students to have an excellent comprehension of the classification of
with special needs uncover their self-concept, facilitate students with special needs, but their treatment has not fully
their effective development, accelerate their independence, complied with the relevant theories (Hadiansyah et al., 2021;
enhance their social skills and adjust to their new environment Ramchand, 2021). they must collaborate with guidance and
where they have to socialize with the common student, as counseling instructors and attend seminars on inclusive
well as coordinate with experts from relevant fields and education to broaden their theoretical literacy. Besides, the
providing counseling for the student’s family (Dami et al., counseling and guidance teachers can also participate in
2019; Ringwalt et al., 2004; Santos, 2012; Wang & Lam, inclusive education competencies training.
2017). In addition, several studies also report similar finding Some other studies also reported the challenges
that highlights guidance and counseling teachers’ roles in faced by guidance and counseling teachers in an inclusive
facilitating student access the formal and informal education education setting. First, they have to coordinate with
(Duvekot & Onstenk, 2021; Greenhow & Lewin, 2016; Lam & experts in other fields to design a particular program for
Hui, 2010). To date, guidance and counseling have been a part students with special needs since studies reported they

328 Pegem Journal of Education and Instruction, ISSN 2146-0655

 Guidance and Counseling Teachers in Inclusive Education : A Literature Review

mostly only referred to general operational guidance and Dr. Nimrat Singh. (2017). Holistic Talent Profile (HTP) A Student
counseling administration without involving the inclusive Empowerment Model. International Journal of Indian Psycholo-
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of validating non‐formal and informal learning: Lessons learned
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from three Dutch case studies. European Journal of Education,
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Ediyanto, E., Ramadhani, R., Fitrasari, B., Kenila, E., Sunandar, A., Has-
developing positive climate in the school (Sunandar et al., tuti, W., & Suhendri, S. (2023). The Problems in the Implementa-
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Fundamentally, guidance and counseling teachers in inclusive riculum for Special Education in Urban School in Nigeria: Im-
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3(4), 252–258.
students with special needs. In its implementation, guidance
Finishia, F. T., Hidayah, N., & Rahman, D. H. (2020). The Urgency
and counseling teachers have to associate inclusive education of Guidance and Counseling at the Elementary School. Advances
elements since every student presents distinct needs. With the in Social Science, Education and Humanities Research, 501, 162–
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needs of special needs students will not get accommodated Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive ped-
optimally. Therefore, we have to focus on enhancing guidance agogy. British Educational Research Journal, 37(5), 813–828.
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The results of this literature review can be a reference for
Greenhow, C., & Lewin, C. (2016). Social media and education: re-
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