Abstract
<p style="text-align:justify">Cognitive is an essential developmental aspect for children. The cognitive barrier is one of the learning barriers experienced by children with autism. From educational perspective, teacher language input can appropriately develop cognitive abilities of autistic students. This study aims to describe (1) teacher’s language input for recognizing the cognitive abilities of autistic students in classroom interactions and (2) cognitive abilities of autistic students based on teacher language input in classroom interactions. The approach of the study was conducted qualitatively with case study, while source of data was oral texts from the teacher language input toward autistic students in classroom. The results shows that the cognitive abilities of autistic students can be recognized through teacher's language input in classroom learning by engaging interrogative speech acts, such as representative, directive, expressive, and commissive. The cognitive level is used to see the variants of the teacher's language input. Meanwhile, the acquisition of students' cognitive abilities based on teacher language’s input is developed through memorizing, understanding, applying, and analyzing skills with criteria student A and B in the medium category, and G in low category.</p>
Highlights
Autism is a neurodevelopmental disorder associated with two main areas of the disorder, such as lack of social communication and interaction, orientation toward repetitive and restrictive behavior (American Psychiatric Association, 2013)
The study findings found weak support for different performance IQ (PIQ) and verbal IQ (VIQ) profiles: at the mean level the PIQ group was higher than VIQ and when it was examined for difference levels
The considerations for choosing this approach are: first, this research describe the cognitive abilities of autistic students through teacher’s language input in classroom interactions; second, the subjects of the study are teachers and students with autism in scope of academic classroom; third, the data was collected by recording the learning activities in the classroom with real situations and natural settings; fourth, the data analysis techniques were not statistical techniques and did not require statistical procedures, while the analytical techniques were developed to analyze the interactions in the classroom
Summary
Autism is a neurodevelopmental disorder associated with two main areas of the disorder, such as lack of social communication and interaction, orientation toward repetitive and restrictive behavior (American Psychiatric Association, 2013). The National Health Center for Health Statistics in 2016 stated that the latest common rate of autism can be found in 1 out of 36 children (Zablotsky et al, 2017). This ratio is the same in all backgrounds such as race, ethnic or socioeconomic, but varied in terms of gender. Calculation on the number of people with autism refers to autism incidence and prevalence, where two new cases are reported per 1,000 population per year and 10 cases per 1,000 population (Auticare, 2019) This implies that autism children need more attention from their surroundings
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