Najme Pourjafarian, Seyyed Ali Hosseini & Dr. Seed Mehrpour,
Shiraz University, Iran
The aim of this study is to investigate the types of questions adults asked to children with autism spectrum disorder in inclusive classrooms and whether child’s characteristics (e.g. age) have any effects on the types of questions that adults asked during center-time. Voice recording of non-verbal children which ranged between 4 to 11 with autism spectrum disorder were coded based on the question categories adapted from the work of Massey et al.: management, low cognitive challenging, or cognitively challenging. Results indicated that management questions were asked more than less cognitively challenging questions. Cognitively challenging questions were completely missed from the teachers’ speeches in all the classrooms. Children with lower age had a greater likelihood of receiving less cognitively questions than higher age. The findings present a first step in identifying the questions directed at primary schoolers with autism spectrum disorder in inclusive classrooms.
The above abstract is part of the article which was accepted at The First International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR) & The Third National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 2-3 February 2017 , Iran-Ahwaz.