Recognition of Autistic Children Knowledge through Language Input in Classroom Interaction
DOI:
https://doi.org/10.61841/1s9qmw36Keywords:
recognition, autism student, elementary school, language input, teacherAbstract
The purpose of this research is to investigate the recognition of autistic children knowledge through the
provision of language input in classroom interactions. Specifically, research on the recognition of autistic children's
knowledge through language input can be elaborated into three things, they are (1) providing teacher language
input in classroom interactions; (2) cognitive knowledge of autistic children based on the provision of teacher
language input; and (3) the language knowledge of autistic children based on the teacher's language input. The
results showed that the ability of knowledge recognition of each autistic child varies even though they are on the
same level. Education and age are not always the main factors in the cognitive level of autistic children. The
cognitive level and language knowledge of Class VI students are not always better than grade V students, the
evident can be seen from Student 3 (S3) in six grades. The cognitive abilities and language knowledge of S3 are no
better than Student 2 (S2). However, the recognition of knowledge of autistic children can be good if the language
input provided by the teacher is done correctly. The provision of language input through interrogative, imperative,
and declarative speech the teacher is able to recognize factual, conceptual, and procedural knowledge of autistic
children.
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