PEMBELAJARAN BERBASIS TERAPI OKUPASI SEBAGAI PENDEKATAN INTERVENSI DALAM PENGEMBANGAN INTERAKSI SOSIAL ANAK TUNAGRAHITA USIA DINI

Occupational Therapy Based Learning as an Intervention Approach in Developing Social Interaction Skills of Early Childhood Children with Intellectual Disabilities

Abstract

This study investigates the implementation of occupational therapy based learning as an intervention to support the development of social interaction skills in early childhood children with intellectual disabilities at SLB Arya Satya Hati Pasuruan. Children with intellectual disabilities often experience difficulties in initiating and responding to social interactions, participating in group activities, and building positive relationships with teachers. To address these challenges, occupational therapy principles were integrated into daily classroom learning through structured and meaningful activities tailored to the children’s developmental needs. This study employed a qualitative case study approach involving three children with intellectual disabilities aged six years old. Data were collected through participatory observation and field notes, focusing on four indicators of social interaction: initiation of social interaction, response to social interaction, participation in group activities, and quality of interaction with teachers. Data were analyzed using descriptive qualitative analysis based on the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The findings indicate that occupational therapy based learning positively contributed to the development of children’s social interaction skills. Improvements were observed across all indicators, including increased initiation of social interactions, more consistent responses to social cues, greater engagement in group activities, and more positive and cooperative interactions with teachers. The extent of improvement varied among participants, influenced by age and individual developmental readiness, and developed gradually through consistent and structured learning experiences. In conclusion, occupational therapy–based learning is a relevant and effective approach for enhancing social interaction skills in early childhood children with intellectual disabilities in special education settings. Integrating therapeutic principles into classroom learning supports social participation and provides practical implications for teachers in designing adaptive and developmentally appropriate learning environments.