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Scaffolding in teacher-student interactions: How do teachers help adolescents with an autism spectrum disorder to learn?

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Résumé

Scaffolding in teacher-student interactions has been studied and described abundantly in the literature, showing that it is a dynamic process finely tuned to students’ and situations’ characteristics (Van De Pol, Volman, & Beishuizen, 2010). Within this context, we focused on the education of students with an autism spectrum disorder (ASD) in mainstream schools in France. More precisely, our aim was to analyze how teachers help these students learn during class time. The participants were 11 French 12 to 16-year-old lower secondary students with an ASD and 17 of their teachers (10 regular class teachers and 7 resource class teachers for students with cognitive disabilities). Each teacher was filmed during three scientific lessons, and the scaffolding during teacher-student interactions was analysed. We created a coding scheme based on existing scaffolding categories (Rojas-Drummond, 2013) and literature on educative strategies for learners with an ASD (Crosland & Dunlap, 2012). The results show that teachers used “simple” (as opposed to specific) scaffolding strategies to help students with an ASD to move forward in their learning. Help provided by the teachers will be discussed in relation to the special educational needs of students with an ASD.
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Dates et versions

hal-02494413 , version 1 (28-02-2020)

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  • HAL Id : hal-02494413 , version 1

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Sabine Zorn, Minna Puustinen. Scaffolding in teacher-student interactions: How do teachers help adolescents with an autism spectrum disorder to learn?. Association for Scientific Study of Intellectual and Developmental Disabilities (IASSID), Aug 2019, Glasgow, United Kingdom. ⟨hal-02494413⟩
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