<![CDATA[This research is motivated by the various problems faced by children with special needs (ABK), particularly those with intellectual disabilities and autism, at the Autism Foundation Mitra Ananda Special Needs School (SLB), which include learning difficulties and barriers to social interaction. Initial observations indicated concentration problems, writing difficulties, poor conceptual understanding, and aggressive and isolating behavior. The focus of this research is to describe the learning and social problems experienced by ABK and to analyze the role of Guidance and Counseling (BK) services in addressing these issues. This study used a descriptive qualitative approach. Data collection was conducted through in-depth interviews with teachers and parents and direct observation of students. Data analysis utilized data reduction, data presentation, and conclusion drawing techniques. The results indicate that ABK experience learning problems such as difficulty concentrating, slow writing, and poor mathematics comprehension. Socially, children with intellectual disabilities exhibit delayed responses but still desire to play, while children with autism tend to be solitary. The main findings revealed that although professional guidance and counseling services were not yet available, the role of guidance and counseling teachers was effectively carried out through praise, educational games, and decision-making guidance. It was concluded that the implementation of these non-professional guidance and counseling services was proven to help increase the independence, self-confidence, and social engagement of children with special needs at school. ABSTRAKPenelitian ini dilatarbelakangi oleh adanya berbagai problematika yang dihadapi Anak Berkebutuhan Khusus (ABK), khususnya tunagrahita dan autis, di SLB Yayasan Autis Mitra Ananda, yang mencakup kesulitan belajar dan hambatan interaksi sosial. Observasi awal menunjukkan adanya masalah konsentrasi, kesulitan menulis, pemahaman konsep yang rendah, serta perilaku agresif dan isolasi diri. Fokus penelitian ini adalah untuk mendeskripsikan problematika belajar dan sosial yang dialami ABK, serta menganalisis peran pelayanan Bimbingan Konseling (BK) dalam mengatasi masalah tersebut. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Pengumpulan data dilakukan melalui wawancara mendalam dengan guru dan orang tua serta observasi langsung terhadap siswa. Analisis data menggunakan teknik reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa ABK mengalami problematika belajar seperti sulit konsentrasi, lambat menulis, dan rendahnya pemahaman matematika. Secara sosial, anak tunagrahita menunjukkan respons lambat namun masih berkeinginan bermain, sedangkan anak autis cenderung menyendiri. Temuan utama mengungkap bahwa meskipun layanan BK profesional belum tersedia, perannya telah dijalankan secara efektif oleh guru pendamping melalui pemberian pujian, permainan edukatif, dan bimbingan keputusan. Disimpulkan bahwa implementasi layanan BK non-profesional ini terbukti membantu meningkatkan kemandirian, kepercayaan diri, dan keterlibatan sosial ABK di sekolah.]]>
