SOCIO-CULTURAL CONSTRUCTION IN HANDLING COUNSELING FOR CHILDREN WITH SPECIAL NEEDS (CSN): CROSS-AGE ANALYSIS IN THE INCLUSIVE EDUCATION ENVIRONMENT OF BANYUWANGI

Abstract

Inclusive education in Banyuwangi Regency shows significant developments in accommodating the needs of Children with Special Needs (CSN). However, there are still challenges in implementing counseling guidance that is contextual and sensitive to the socio-cultural background of CSN. The socio-cultural construction of the local community, including views on disability, greatly influences the pattern of interaction, acceptance, and support for CSN in the school environment. This study aims to analyze how sociocultural construction affects counseling guidance strategies for CSNs at various age ranges, as well as how this approach is applied in an inclusive education environment in Banyuwangi.

The research method used is a descriptive qualitative approach with case studies in several inclusive education schools. Data collection techniques were done through in-depth interviews, field observations, and documentation studies. The informants consisted of school counselors, special assistant teachers, school principals, and parents of CSN.

The results of the study show that counseling guidance strategies that take into account local values, social norms, and local culture were more effective in building empathetic relationships with CSNs. Counselors who understand the cultural context of Banyuwangi can provide more relevant and inclusive services. These findings demonstrate the importance of integrating humanistic and culture-based approaches in counseling practices in inclusive schools. This study recommends strengthening culture-based training for counselors and educators, as well as the need for regional policy support to develop equitable and inclusive counseling services.