Types of Visual Impairment as Factors Shaping the Sense of Place of Visually Impaired Students in the School Environment

Abstract

Spatial comfort in SLB learning environments is often understood as merely the physical quality of the space. However, visually impaired students experience space through their bodies, sounds, touch, and consistent non-visual environmental patterns. As a result, when spaces are difficult to recognize or have physical barriers, students not only hesitate to move, but also exhibit adaptive behaviors such as slowing down, avoiding certain areas, or even always seeking companions for a sense of security. Based on these conditions, this study aims to analyze the relationship between spatial comfort, behavior, and the formation of a sense of place among visually impaired students at SLB-A Pembina Tingkat Nasional Jakarta. This study uses a qualitative method with a phenomenological approach. Data were collected through field observations and in-depth interviews with students at the SMALB level, then analyzed using content analysis. The findings were interpreted from a behavioral architecture perspective that emphasizes the reciprocal relationship between space and user behavior. The results show that consistent, accessible, and easily readable spaces through non visual cues not only encourage more independent, active, and confident behavior but also strengthen students' sense of place through repeated activity experiences. Meanwhile, changes in the spatial context, intensity of crowds, or inconsistencies in layout reduce comfort, weaken the sense of place, and increase behavior defensive. These findings confirm that the spatial environment acts as an active factor that shapes behavioral variations as well as the meaning of place for visually impaired students.