Research Article ImprovingSelf-ResilienceinStudentswithSpecialNeedsthrough theCounselingTeachers’Roles:ACaseStudyonGroundedTheory Beni Azwar , 1 Deri Wanto , 2 and Rahmad Hidayat 3 1 Study Program of Islamic Education Guidance and Counseling, Faculty of Tarbiyah, IAIN Curup, Rejang Lebong, Indonesia 2 Study Program of Islamic Education, Faculty of Tarbiyah, IAIN Curup, Rejang Lebong, Indonesia 3 Study Program of Islamic Education Guidance and Counseling, Postgraduate Program, IAIN Curup, Rejang Lebong, Indonesia CorrespondenceshouldbeaddressedtoDeriWanto;deriwanto@iaincurup.ac.id Received 8 October 2021; Accepted 30 October 2021; Published 23 November 2021 AcademicEditor:EhsanNamaziandost Copyright©2021BeniAzwaretal.isisanopenaccessarticledistributedundertheCreativeCommonsAttributionLicense, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Previous studies show that self-resilience was significantly improved in students with special needs by supporting the social environmentandthelearningsystem.Additionally,supportfortheroleofcounselingteachersininclusiveschoolsfostersself- resilience.Inthisregard,thisstudyaimedtounderstandtheroleofcounselingteachersfosterself-resilienceamongstudentswith special needs in inclusive schools. e grounded theory approach was applied to produce theories related to these issues. e participantsincludedelevencounselingteachersandthespecialneedsstudentsdrawnfromthreeschoolsinWestSumatraand Bengkulu,Indonesia.edatacollectedwereanalyzedbasedonthreestagesofgroundedanalysis,includingopencoding,axial coding, and selective coding. e findings indicated that self-resilience among students with special needs grows when the counselingteachersusethreeroles,namely,modifyingbehavior,givinginstructionsrepeatedlyandprovidingoptionsaccording to students’ interest. 1.Introduction Students with special needs have abilities that can be de- velopedandnurturedthroughaninclusiveschoolapproach [1].However,theirsuccessheavilyreliesonthecommitment ofteacherstoensurethestudentsgeteverythingtheyneed. Among the crucial aspects that teachers should develop include self-independence (self-resilience). Various studies show that self-resilience for this kind of student not only supports academic performance but also enables them to have a better life [2]. Harðardottir et al. [3] conducted a study related to resilienceinlearningdifficultiesamongstudentswithspecial needs. It identified that promoting the growth of self- resilienceinstudentswithspecialneedsresultsinsuccessin education [3]. Parker and Folkman [4] identified strategies that can be used by teachers, instructors, and even ad- ministrative staff to teach. In this regard, the study offered several approaches to help students with special needs, in- cluding strength-based approach, classroom-level strategies, and school-level strategies. However,eachapproachdepends onobjectiveconditions,suchastherelevantsoftskillsworth developing in special needs students. Fernandesetal.confirmedthatsoftskillsdifferfromone student to another. erefore, teachers must fully under- stand the strengths and weaknesses of the students they teach [5]. Bouillet and Kudek Miros´ evic emphasized the importance of additional support in the learning process. is implies that a teacher’s soft skills depend on the stu- dents’ contextual and objective needs [6]. Various existing studiesshowthatself-resilienceandsoftskillsimprovement in students with special needs are two important factors. However, these two do not necessarily ignore the role of a counseling teacher. Nevertheless, less number of literature studies discusse the role of counseling teachers in the growth of self-resilience among students with special needs, specifically in inclusive schools. Hence, this study seeks to fill this gap and explicitly elaborate on the role of counselors in increasing student self- resilience in inclusive schools. SMA Muhammadiyah Curup, Hindawi Education Research International Volume 2021, Article ID 7872889, 6 pages https://doi.org/10.1155/2021/7872889