Guidance and Counselling in Inclusive Education

Abstract

A type of education known as inclusive education does not make a distinction between students who are enrolled in regular classes and those who have specific needs, whether they be verbal, physical, social, intellectual, emotional, or any other type. Along with scholars in isolated or underdeveloped locations, it also covers indigenous populations that have experienced social and natural disasters, as well as those who are financially unable to attend normal seminaries for their education, from elementary school to senior high school. In order to meet the unique needs of each student, primary seminaries that provide inclusive education have to modify their class sizes, educational infrastructure, organisational structures, and learning management systems. In order to optimise the implementation of inclusive education in elementary seminaries, support and consoling programmes that are aware of everyone’s existence are required. In this study, the literature review system is approached qualitatively. This investigation has led to the creation of a consoling and guiding curriculum at inclusive seminaries that focuses on personality and life skills development so that academics can contribute to society and not burden their families or the community. There are four steps involved in implementing guiding and consoling programmes in primary seminaries that enforce inclusive education: planning, creating, enforcing, and assessing.