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
a sociocultural approach that involves observation of development in three planes of analysis corresponding to personal, interpersonal, and community processes.
report on outcomes from recent research in which we have
worked with the metaphor of ‘scaffolding’ to address questions about the
nature of English as a Second Language (ESL) education.
Article investigating roles played by young siblings close in age in each others’ literacy development arguing for a unique reciprocity in learning between older and younger child.
*from Abstract* Maybin, Janet; Mercer, Neil and Stierer, Barry (1992). 'Scaffolding': learning in the classroom. In: Norman, Kate ed. Thinking Voices: The work of the National Oracy Project. London: Hodder & Stoughton, pp. 186–195.
This article explores the development of innovative approaches to the education of adults and young people in Ireland. The author begins by describing briefly the context in which those who are involved in adult education are working and some of the changes that have affected the development of the adult education service in the country.