Pelaksanaan Aktiviti Bimbingan dan Kaunseling Kepada Murid Berkeperluan Khas

Abstract

School counsellors play a role in implementing guidance and counseling services to mainstream students and Special Needs Students. Research from the previous study found that the lack of research that looks at the aspect of the implementation of guidance and counseling services, especially to the Special Needs Students. Therefore, the basic qualitative study was conducted to explore the aspect through semi-structured interviews on six school counsellors. Findings from this study that analysed using ATLAS. ti shows that school counsellors generally carry out responsibilities by providing guidance and counseling services to all students, including Special Needs Students. Furthermore, the findings show that the activities carried out by the school counsellors are based on the needs of the mainstream students rather than on the needs of Special Needs Students. Findings also found that school counsellors did not devise specific programs according to the needs of Special Needs Students. The implications of this study are also discussed in the context of the improvement of service delivery.Abstrak: Guru bimbingan dan kaunseling sekolah (GBKS) berperanan untuk melaksanakan perkhidmatan bimbingan dan kaunseling kepada pelajar aliran perdana dan Murid Berkeperluan Khas (MBK). Penelitian daripada kajian lepas mendapati bahawa kurangnya

Teachers’ Knowledge, Skills, and Readiness in the Guidance of Self-Advocacy Skills to Students with Special Needs

“…The guidance and counselling for students with special needs are stated in the book entitled Guidelines for Guidance and Counselling Services for Primary and Secondary Schools (MOE 2014). However, the findings from several studies showed that guidance and counselling teachers served less multicultural clients, especially students with special needs (Bali & Othman 2017;Rasit 2014;Jaladin, 2013;Rasit 2014). They were also reluctant to provide services to students with special needs (Jaladin 2013) and lacked the knowledge on special education (Bakar & Ahmad 2020;Rasit 2014).…”

“…Bakar, Aman and Abdullah(2017) stated that guidance and counselling teachers could not provide good services to students with special needs due to their workload and minimal referral of students with special needs to the unit. Instead of catering to the requirements of students with special needs, the services and programs are designed to focus on mainstream students (Salleh & Majid 2019;Bali & Othman 2017). Special education students are only indirectly involved in programs or activities because no specific program was executed by the guidance and counselling teachers in schools (Bali & Othman, 2017;Rasit et al, 2012).…”

“…Instead of catering to the requirements of students with special needs, the services and programs are designed to focus on mainstream students (Salleh & Majid 2019;Bali & Othman 2017). Special education students are only indirectly involved in programs or activities because no specific program was executed by the guidance and counselling teachers in schools (Bali & Othman, 2017;Rasit et al, 2012).…”

“…A study conducted by Bali and Othman (2017) revealed that guidance and counselling teachers faced challenges in providing services to students with special needs. One of the challenges was applying counselling, collaboration, and communication approaches.…”

“…There was no specific training to accommodate the counselling services to students with special needs (Saimi & Amat, 2011). Apart from that, guidance and counselling teachers negatively perceive students with special needs that hindered the implementation of services (Bali & Othman, 2017;Saimi and Amat, 2011). These findings are in line with a study by Toran, Muhammad, Yasin, Tahar, and Hamzah (2010), suggesting that the negative thoughts and attitudes of guidance and counselling teachers towards students with special needs that influenced their actions in providing guidance and counselling services.…”