The purpose of this study was to determine the attitude of the correctional advisor towards correctional clients at the Bapas Kelas I in Palangka Raya. For this type of research, the research method used is a qualitative method which seeks to describe the actual situation in the field where the observations were made. Sources of data obtained from interviews and observations of five informants who are correctional advisors with certain age criteria and the work experience of the informants while serving as correctional advisor. From these data sources, it was found that the attitude of the correctional advisor towards the correctional client refers to attitude indicators such as the cognitive aspect, namely the assessment of the correctional advisor to the correctional client is an individual who is lost and is having problems so that in the end they had to deal with the law. In the affective aspect, it is implemented into various emotions such as sad, happy, angry, etc., these emotions arise after the correctional advisor carries out guidance with the correctional client. Then the cognitive aspect is implemented into action resulting in the attitude of the correctional advisor when helping the problem solving process of the correctional client.

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Inclusive schools provide opportunities for Children with Special Needs/ Anak Berkebutuhan Khusus (ABK) to study in public schools, and Shadow Teacher/ Guru Pembimbing Khusus (GPK) are an important part of implementing this inclusive school program. This research was conducted to analyze the role and implementation of GPK in Palangka Raya. The results of this study able to applied in inclusive school system and optimize GPK in carrying out their duties in class. The research methodology used is qualitative research and data analysis uses thematic analysis with an inductive approach. The results of this study are, first the role of GPK includes the learning process and encourages social acceptance in the classroom. Second, the pattern of interaction between GPK, schools, and parents influences the optimization of ABK learning at school. Third, GPK has emotional attachment and empathy towards ABK and parents. The conclusion of this study is that there is no standardized procedure for GPK to carry out their duties, but in general GPK is able to do their tasks with the support of their resources. In addition, the pattern of interaction between GPK, parents and schools basically influence the implementation of inclusive education in schools.