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

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.

Teaching assistant and pupil interactions: The role of repair and topic management in scaffolding learning

“…This suggests caution against the use of TAs as the default provision for pupils with SEND. A strong case has been made by research that TAs who have a classroom support role need to understand scaffolding as a concept (Radford, Bosanquet, Blatchford, & Webster, ; Radford, Bosanquet, Webster, Blatchford, & Rubie‐Davies, ), which this research supports. This might be provided at a school, school cluster, or local authority level to TAs and those who manage their work.…”

Teaching Assistants in Inclusive Classrooms: A Systematic Analysis of the International Research

“…However, few educators are taught in their teacher preparation programs to work effectively with TAs in inclusive classrooms (Radford et al, 2015;Sharma & Loreman, 2014;Webster et al, 2010). Therefore, both TAs and educators would benefit from training that helps them understand and acquire the skills to perform their various roles and to communicate and collaborate effectively (Douglas et al, 2016;Radford et al, 2015;.…”

“…Teaching assistants (TAs), also referred to as paraprofessionals, teacher aides, and paraeducators are increasingly being employed to support the inclusion of students with disabilities into general education classrooms in many developed countries throughout the world (Butt, 2016;Douglas, Chapin, & Nolan, 2016;Egilson & Traustadottir, 2009;Keating & O'Connor, 2012;Radford, Bosanquet, Webster, & Blatchford, 2015). With the goal of providing teachers with more opportunities to interact with students with disabilities and to collaborate with other professionals (Giangreco, 2013), TAs perform a range of non-instructional roles (Harris & Aprile, 2015) and appropriately trained and supervised TAs may deliver complementary instructional services designed to supplement rather than replace the instruction provided by teachers (Giangreco, 2013;Salend, 2016).…”

One-to-One Assistant Engagement in Autism Support Classrooms

“…Brock and Carter (2015) suggested that training may be provided through coaching and video modeling. Increased engagement with students may also occur if one-to-one assistants are trained to use effective scaffolding (Radford et al, 2015). …”