Redesigning the scaffolding metaphor to suit pupils with Acquired Brain Injury
Rees, S. A. and Skidmore, D., 2008. Redesigning the scaffolding metaphor to suit pupils with Acquired Brain Injury. European Journal of Special Needs Education, 23 (4), pp. 379-392.
Related documents:This repository does not currently have the full-text of this item.
You may be able to access a copy if URLs are provided below. (Contact Author)
This paper extends and develops the metaphor of scaffolding to take account of the specific needs of pupils with an Acquired Brain Injury (ABI), drawing on observational evidence gathered for an empirical enquiry into the learning of pupils with ABI in mainstream classroom conditions. This is an area in which there are few published studies to date. After considering the needs of this particular group of pupils, the development of the scaffolding metaphor is outlined. The use of scaffolding for a group of pupils with ABI is illustrated and the need for modifications discussed, before suggesting the acronym PEDER (Point out, Explain, Demonstrate, Encourage, Repeat) to focus on the particular needs of this group. However, in practice, this acronym has been found to assist a wider group than just pupils with an ABI.
|Creators||Rees, S. A.and Skidmore, D.|
|Departments||Faculty of Humanities & Social Sciences > Education|
|Research Centres||Centre for Socio-cultural and Activity Theory Research (CSAT)|
Actions (login required)