Charyna Ayu RizkyantiLukman Nul HakimRahayu Azkiya2024-08-202024-08-2020242024-08-19https://hdl.handle.net/20.500.14576/292More than one-tenth of Indonesia’s population lives with disabilities. This fact is a challenge that is still faced by the Indonesian government and requires special attention to anticipate future challenges. This study will focus on special needs in hearing impairment, because the number of hearing-impaired individuals in Indonesia has increasingly concerning in the past two years, with the largest percentage being students. One of the programs that can assist them is effective career guidance. It is an essential part of education, aiming to help students understand their talents, interests, potential, and to provide direction in choosing an appropriate career path after graduating from school. This study aimed to explore how the career guidance program is planned and implemented in special needs schools and what are the challenges faced by teacher in implementing the career guidance. This study employs a qualitative case study in one of the senior high schools for special needs (SMLB) in Jakarta Barat, Indonesia. The data analysis was done through Quirkos Thematic Analysis. The data has been obtained through observation, interview, and documentation. The participants of this study were one principal, one vice principal of curriculum affairs, two teachers, three student’s parents, and three senior high school students. The theoretical framework of Career Assessment initiated by Super is used to understand the implementation of career guidance program for individuals with special needs. The framework suggests 4 steps for maximum outcome: Preview, Depth-view, Assessment of all data, and counseling. The result of this study shown that (1) This school carries out several stages in planning student’s career, initially, it collects students personal information, including previous report cards, IQ test results, interest aptitude tests, color blindness tests, and speech test. This data is then discussed with parents and students to determine suitable vocational options. Students will undergo a vocational assessment for three months, after which they are placed in fields aligning with their interests and talents. (2) In implementing careers, teachers focus on students' career maturity, supported by programs such as character education, scouting, leadership training, outing classes, study tours, fairs, and workshops. These programs aim to foster responsibility, discipline, and independence, preparing students for societal and professional life. (3) teachers face three main challenges: students’ limited vocabulary comprehension, the extra effort required to mature students’ careers, and maintaining students' consistency. This study highlights how students with hearing-impaired are vulnerable to feelings of weariness which can hinder their learning process. Therefore, it show an implication for teachers to be more creative and able to use varied methods to overcome this problem. Future research may explore deeper regarding career guidance programs for students with hearing impairment. Exploring career guidance program in varied levels of education may be more valuable contribution, since difference level of education might give difference challenges.enAll Rights ReservedCareer guidance programStudent with hearing impairmentPrivate senior high schoolCareer maturityThesisNIDN0311017802NIDN2026027604KODEPRODI86112#EducationNIM04212210007