GROUP GUIDANCE TO IMPROVE STUDENT ACCEPTANCE IN INCLUSIVE STUDENTS

Abstract

When implementing inclusive education in a school, there will certainly be a mix of regular students and inclusive students. Here, not only schools and teachers must prepare themselves to accept inclusion students, but regular students who will interact with inclusion students every day must be able to accept the existence of inclusion students in the school environment. The aim of this research is to analyze the role of group guidance in increasing student acceptance of inclusive students. The method used is a systematic literature review or systematic literature review. using 4 databases namely (Eric, Science Direct, Scopus, Google Scholar). The article was then published to get the expected picture in accordance with the research question (Research Question), which for this research was used as subjects students who attended inclusive schools. Based on the results of 58,249 research articles, 10 articles were reviewed that met all the inclusion criteria and objectives of this literature review. The results of this study are that most students in inclusive schools have difficulty adjusting because of differences in conditions between students. Therefore, accepting the conditions of friends who are in the same learning environment can make it easier for students to adapt to the school environment. By implementing group guidance, it can help students increase acceptance among students in inclusive schools because they can include students with different conditions in the same group.