The Role and Competence of Special Guidance Teachers in Inclusive Education: A Study in Surakarta City

Abstract

Inclusive education aims to provide equal learning opportunities for all students, including those with special needs, within regular school environments. The implementation of inclusive education necessitates the involvement of Special Guidance Teachers (SGT) to support students with special needs both academically and non-academically. However, in Surakarta City, challenges remain regarding the availability and competence of SGTs, particularly in inclusive schools that lack adequate specialized educators. This research seeks to analyze the optimization of the roles and responsibilities of SGTs, identify the impacts of their absence in inclusive schools, and explore the strategies employed by schools to address these issues. Utilizing a descriptive qualitative method, data were collected through interviews, observations, documentation, and questionnaires involving school principals, SGTs, and classroom teachers. The findings suggest that SGTs often function similarly to regular classroom teachers, and in some cases, they also assume classroom teaching roles due to a shortage of educators. The absence of SGTs has led to insufficient provision of specialized learning programs for students with special needs, challenges for classroom teachers in adapting lessons, and limitations for schools in accommodating students with moderate to severe disabilities. To address these challenges, schools have appointed honorary SGTs and collaborated with Special Schools to bring in visiting teachers.