KETERKAITAN RUANG INTERAKSI ANAK BERKEBUTUHAN KHUSUS DENGAN KUALITAS HIDUP DI SEKOLAH LUAR BIASA

Abstract

Social interaction is generally defined as the relationship between two or more individuals which is manifested in an activity at a particular place. Special needs children as an inseparable part of social life in practice require support through social interactions and conducive environment to improve their life quality. This research examined the interrelationship of social interaction space for special needs children and their life quality at special needs school. Behaviour mapping observation using place centred mapping techniques was applied to obtain data related to user characters, physical settings, and patterns of activities that occur. Regarding the assessment of life quality, researchers adapted the Kidscreen-52 instrument by taking aspects of Physical and Psychological Well-Being, Moods and Emotions, Autonomy, and Social Support and Peers. These aspects were compiled into a questionnaire and then distributed to 29 special needs children as respondents. The results showed that the school environment has a positive role as a space for social interaction and to accomplish the five aspects of life quality of the special needs children. Also, it revealed that their social interactions were also influenced by the type of disability and grade level, which affected the physical setting preferences and the varieties of undertaken activities.