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Communication Strategies Employed by Teachers of Students with Autism

The strategies in communicating by teachers of students with autism in learning are divided into verbal and non-verbal strategies. Referring to the theory elaborated by SES (2002), verbal strategies include addressing strategies, direct speaking strategies, close-ended question strategies, and visual strategies. Besides, nonverbal strategies include proximity strategies and physical touch strategies that are analyzed by Jalongo theory (1992). Speech data was taken from two teachers in an academic class who act as the main teacher and accompanying teacher during the learning process. They teach students with autism with different levels of age,classes, andtypes of autism in academic classes that produce unique patterns of communication, especially if it is associated with Javanese culture that binds the identity of the teachers for students with autism. This study employed a pragmatic analysis approach. The researcher found several strategies which are not included in the opinions proposed by SES (2002) and Jalongo (1992). The strategies are the existence of a repetition strategy as a verbal strategy.The most used strategy is the repetition strategy. The closeness of the teacher and students is a factor in the success of learning due to the creation of a good relationship, so learning is achieved according to objectives