CAREER GUIDANCE SERVICES FOR STUDENTS WITH INTELLECTUAL DISABILITY TOWARDS POST-SCHOOL TRANSITION

Abstract

The main objective of learning for students with intellectual disability is post-school independence. In the field, there are problems where mentally disabled students cannot show independent behavior and are not productive after school, they return home and become dependent on their families. One of the possible solutions is through school-based career guidance services where mentally disabled students receive both hard and soft skills training to support their independence and productivity after school. Bina Citra Anak Special School provides career guidance services for all its students, this include students with intellectual disability. The results of the study show that this service is implemented in the form of vocational learning through the stages of needs and abilities assessment, basic skills consolidation, placement of students according to needs and abilities analysis, mental and motivational guidance, and continuous evaluation. The supporting factors for the implementation of career guidance services at this school include an integrated support system between guidance teachers, principals, and parents in collaborating with business actors. While the challenges faced are with the repetition time that is quite a lot for mentally disabled students in mastering certain vocational skills. Providing innovative and creative career guidance services is very necessary to obtain the skills or abilities that students need as a means oflivelihood when entering the world of work or society. This career guidance service should be tailored to students' talents, interests and potential so that it can be used as a provision for the