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Scaffolding in the classroom: The case of French lower secondary school students with an autism spectrum disorder and their teachers.

Abstract : Scaffolding processes occur when an expert helps a novice, thereby allowing him or her to solve a problem (Wood, Bruner, & Ross, 1976). In the classroom context, the role of the expert has been mostly associated with the teacher (van de Pol, Volman, & Beishuizen, 2010). As far as inclusive education is concerned, this research topic has begun to be developed (e.g., Radford, Bosanquet, Webster, & Blatchford, 2015) but, to our knowledge, no study exists focusing on students with an autism spectrum disorder (ASD) in secondary education. Within this context, our aim was to analyse scaffolding strategies developed by teachers in lower secondary classrooms when at least one student with an ASD is present. More specifically, our objective was to verify whether video-recorded data, revealing the teachers’ actual in-classroom scaffolding behaviour, correspond to the same teachers’ self-reported scaffolding behaviour (i.e., during semi-structured interviews, teachers reported the use of simple help, as opposed to specific scaffolding strategies, to support students to move forward in their learning; Zorn & Puustinen, 2017). The participants were 17 teachers and 11 12-to-16-year-old students with an ASD from 7 French lower secondary schools. They were filmed during scientific lessons; the lessons took place in both a regular and a resource classroom for students with cognitive disabilities. Video-recorded data yielded similar results as self-reported data: most teachers used simple scaffolding strategies in the classroom as, for example, repeating verbal instructions, giving additional explanations, and asking closed-ended questions to verify the students’ understanding. References 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, 1-10. Van De Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher-student interaction: A decade of research. Educational Psychology Review, 22, 271-296. Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100. Zorn, S., & Puustinen, M. (2017). L’aide aux apprentissages: Le cas des collégiens avec un trouble du spectre de l’autisme et de leurs enseignants [Help for learning: The case of lower secondary students with an autism spectrum disorder and their teachers]. Recherches en Éducation, 30, 111-124.
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https://hal-inshea.archives-ouvertes.fr/hal-02494458
Contributeur : Sabine Zorn <>
Soumis le : vendredi 28 février 2020 - 17:18:33
Dernière modification le : samedi 29 février 2020 - 01:36:23

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  • HAL Id : hal-02494458, version 1

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Sabine Zorn, Minna Puustinen. Scaffolding in the classroom: The case of French lower secondary school students with an autism spectrum disorder and their teachers.. Conférence d’European Academy of Childhood Disability (EACD), May 2019, Paris, France. ⟨hal-02494458⟩

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