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Scaffolding learning for independence: Clarifying teacher and teaching assistant roles for children with special educational needs

Radford, J; Bosanquet, P; Webster, R; Blatchford, P; (2015) Scaffolding learning for independence: Clarifying teacher and teaching assistant roles for children with special educational needs. Learning and Instruction , 36 pp. 1-10. 10.1016/j.learninstruc.2014.10.005. Green open access

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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.

Type: Article
Title: Scaffolding learning for independence: Clarifying teacher and teaching assistant roles for children with special educational needs
Open access status: An open access version is available from UCL Discovery
DOI: 10.1016/j.learninstruc.2014.10.005
Publisher version: http://dx.doi.org/10.1016/j.learninstruc.2014.10.0...
Language: English
Additional information: © 2015. This manuscript version is published under a Creative Commons Attribution Non-commercial Non-derivative 4.0 International licence (CC BY-NC-ND 4.0). This licence allows you to share, copy, distribute and transmit the work for personal and non-commercial use providing author and publisher attribution is clearly stated. Further details about CC BY licences are available at http://creativecommons.org/licenses/by/4.0.
Keywords: Classroom discourse; Scaffolding; Conversation analysis; Instruction; Teaching assistants
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development > IOE - PHD Centre for Inclusive Educ
URI: https://discovery.ucl.ac.uk/id/eprint/1476330
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