Radford2015

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Radford2015
BibType ARTICLE
Key Radford2015
Author(s) Julie Radford, Paula Bosanquet, Rob Webster, Peter Blatchford
Title Scaffolding learning for independence: Clarifying teacher and teaching assistant roles for children with special educational needs
Editor(s)
Tag(s) Classroom, Applied, EMCA
Publisher
Year 2015
Language English
City
Month
Journal Learning and Instruction
Volume 36
Number
Pages 1–10
URL Link
DOI 10.1016/j.learninstruc.2014.10.005
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

Support for children with special educational needs (SEN) in inclusive classrooms, in many countries, continues to be provided by teaching assistants (TAs). Whilst they frequently take responsibility for instruction, they are rarely adequately trained and prepared. As TAs have ample opportunities for individualised and group interactions, this paper recommends scaffolding as the key theory to inform their practice. From a large dataset of interactions in mathematics and literacy lessons, episodes of TA scaffolding were selected. Using conversation analysis, three scaffolding roles emerged: 1) a support role that maintained learner engagement, on-task behaviour and motivation; 2) a repair function that focused on learning and fostered independence when children were in difficulty; and c) a heuristic role that encouraged students to use their own learning strategies. The paper concludes with implications for trainers and managers and how teachers can support TAs in implementing each role.

Notes