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Abstract

This study examines the implementation of guidance and counseling (BK) services for students with special needs (ABK) in inclusive public schools in the DKI Jakarta region. Although inclusive education policies have been adopted nationally, the provision of structured psychosocial and academic support through counseling remains inconsistent across schools. Using a qualitative descriptive approach, this research involved twelve inclusive schools and collected data through interviews, observations, and document analysis. Participants included BK teachers, homeroom teachers, and school principals. Thematic analysis was conducted to identify patterns in the design, delivery, and impact of counseling services for ABK students. The findings indicate that BK services for ABK are provided through various strategies, including individual counseling, group guidance, home visits, and coordination with parents and external professionals. Schools with strong collaboration and commitment from all stakeholders demonstrated more effective service delivery, resulting in positive outcomes such as increased student engagement, better emotional regulation, and smoother social integration. However, many schools still face limitations due to the lack of trained personnel, absence of special education teachers, and limited institutional support. This study underscores the importance of strengthening inclusive guidance and counseling services through targeted professional development, clearer role definitions, and integrated school policies. Enhancing the quality and accessibility of BK services is essential to promoting educational equity and ensuring the success of inclusive education practices.

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