IMPLEMENTASI KONSELING INKLUSIF BAGI ANAK TUNARUNGU DALAM MENGEMBANGKAN REGULASI EMOSI DAN PENYESUAIAN SOSIAL
DOI:
https://doi.org/10.46773/m2aqht39Keywords:
deaf children; inclusive counseling; emotional regulation; social adjustment; guidance and counselingAbstract
Deaf children experience limitations in verbal communication that significantly affect their emotional regulation and social adjustment. These conditions require inclusive and adaptive guidance and counseling services. This study aims to describe the implementation of inclusive counseling approaches for deaf children at State Special School (SLB Negeri) Cilacap. This research employed a descriptive qualitative method through observation and in-depth interviews with school counselors. The research subject was a 10-year-old deaf student. The results indicate that the humanistic counseling approach plays a central role in building an empathetic and supportive counseling relationship. Behavioral, cognitive, and Cognitive Behavioral Therapy (CBT) approaches were applied situationally to support adaptive behavior and emotional regulation. The main challenge encountered was limited verbal communication, which requires counselors to master alternative communication strategies such as sign language and visual media. This study concludes that integrative inclusive counseling approaches contribute positively to emotional regulation and social adjustment of deaf children.
References
Aini, N., Setiawan, D., Antia, S. D., Jones, P. B., Reed, S., Kreimeyer, K. H., Cooper, M., Gibson, R. L., Mitchell, M. H., Hallahan, D. P., Kauffman, J. M., Pullen, P. C., Kushalnagar, P., Ryan, C., Smith, S., Kushalnagar, R., Smith, A., Rieffe, C., Netten, A. P., … Peters, B. (2020). How deaf children learn: What parents and teachers need to know. International Journal of Inclusive Education, 10(1), 1–12. https://doi.org/10.1093/deafed/enz036
Cooper, M., Aini, N., Setiawan, D., Antia, S. D., Jones, P. B., Reed, S., Kreimeyer, K. H., Fitria, R., Rahman, A., Gibson, R. L., & Mitchell, M. H. (2020). Introduction to counseling and guidance. Jurnal Pendidikan Khusus, 18(2), 95–104. https://doi.org/10.1093/deafed/enz036
Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2022). Exceptional learners: An introduction to special education. Pearson Education.
Kushalnagar, P., Ryan, C., Smith, S., Kushalnagar, R., & Smith, A. (2020). Language access and psychosocial well-being in deaf children. Journal of Child Psychology and Psychiatry, 61(5), 550–559. https://doi.org/10.1111/jcpp.13193
Lestari, S., & Fauzan, A. (2023). Cognitive behavioral therapy berbasis visual untuk meningkatkan regulasi emosi anak berkebutuhan khusus. Jurnal Psikologi Pendidikan Indonesia, 12(1), 23–35.
Marschark, M., & Hauser, P. C. (2021). How deaf children learn: What parents and teachers need to know. Oxford University Press.
Nuraini, L., & Hidayat, D. R. (2021). Pendekatan humanistik dalam layanan konseling bagi anak berkebutuhan khusus. Jurnal Bimbingan Konseling, 10(1), 45–54.
Rieffe, C., Netten, A. P., Broekhof, E., & Veiga, G. (2021). Emotion understanding and regulation in deaf children. Emotion Review, 13(1), 1–10. https://doi.org/10.1177/1754073920955847
Sari, D. P., & Wibowo, M. E. (2021). Regulasi emosi anak tunarungu dalam konteks pendidikan khusus. Jurnal Psikologi Klinis Dan Kesehatan Mental, 10(2), 87–96.
UNESCO. (2020). Inclusive education: A global perspective. UNESCO Publishing.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Heny Kristiana Rahmawati, Muhammad Ridwan, Nada Aliza Khoirunnisa
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
