# data[].attributes.body
Scaffolding/ZPD with...

Autism

DCD/dyspraxia

ADHD

Cerebral palsy

# data[].attributes.body
Bruner’s theory of scaffolding emerged around 1976 as a part of social constructivist theory, and was particularly influenced by the work of Vygotsky. Vygotsky argued that we learn best in a social environment, where we construct meaning through interaction with others. His Zone of Proximal Development theory, (where we can learn more in the presence of a knowledgeable other person) became the template for Bruner’s model.

# data[].attributes.body
Yussof, R. L., & Paris, T. N. S. T. (2012). Reading activities using the scaffolding in MEL-SindD for down syndrome children. Procedia-Social and Behavioral Sciences, 35, 121-128.

The learning difficulties faced by down syndrome children are always related to the limitations of their short term memory, scare to face failure, weak cognitive ability and metacognitive skill. These lead to difficulties to read and fail to focus in the learning sessions. The scaffolding strategy can be used to overcome these problems in order to assist the learning process of the down syndrome children.

Scaffolding application in the teaching and learning process can assist the down syndrome children to build their confidence (Pahl 2002). They also need additional support and motivation to carry out tasks that they are unfamiliar with.

# data[].attributes.body
Vygotsky’s theory can be very beneficial in helping teachers to plan out their instruction. It helps them to think the through the knowledge and skills that their students are expected to master and determine the order in which to teach those things. Some concepts require prior knowledge that the student may not already possess. If that’s the case, then the teacher knows that the concept is currently outside of their zone of proximal development, and it is something the teacher will have to slowly aim for, step-by-step.

# data[].attributes.body
The use of scaffolding is seen as providing benefits to students with learning difficulties if it gives impacts as listed below (Nor Hasbiah 2007): (i) The reduction to the number of instruction needed in achieving the learning objectives. (ii) The reduction to the number of errors made by the students in the learning process. (iii) The reduction to negative feeling and frustration related to learning difficulties.

# data[].attributes.headline
Engaging ADHD students in tasks with hand gestures: A pedagogical possibility for teachers

# data[].attributes.subject
Engaging ADHD students in tasks with hand gestures: A pedagogical possibility for teachers

# data[].attributes.body
Wang, X., Bernas, R., & Eberhard, P. (2004). Engaging ADHD students in tasks with hand gestures: a pedagogical possibility for teachers. Educational Studies, 30(3), 217-229.

This study examines the effects of teachers' speech and hand gestures on the task performances of students with ADHD. Forty-five 7 1₂-year-old students clinically diagnosed with ADHD participated in the study.
The students were asked to solve three sets of puzzles. The teachers supported the students in the tasks by using three different scaffolding modalities: speech-only, gesture-only and speech in conjunction with gestures. The results indicate that when the teachers used the scaffolding that contained gesture components (either speech scaffolding in conjunction with gesture scaffolding or gesture-only scaffolding), the ADHD students were more responsive, focused longer on the tasks and were more successful in completing the tasks.

# data[].attributes.headline
Scaffolding in students with intellectual disabilities

# data[].attributes.subject
Scaffolding in students with intellectual disabilities

# data[].attributes.body
Wang, X., Eberhard, D., Voron, M., & Bernas, R. (2016). Helping students with cognitive disabilities improve social writing skills through email modeling and scaffolding. Educational Studies, 42(3), 252-268.

Ten students from a university-affiliated lab school (mean age = 19.3; SD = 1.2) with an average of IQ of 55.30 (SD = 5.98) and 10 teacher candidates in a university teacher education programme participated in the study. The results suggest that all students with intellectual disabilities were able to holistically improve their social writing quality after exchanging emails with mature writers over a period of 15 weeks.
The study suggests that Internet-mediated formats, such as email, can reduce the anxiety of students with intellectual disabilities. Students feel more motivated to engage in writing and do so more actively in social media exchanges, thus improving their virtual social communication skills through writing.

# data[].attributes.body
Vygotsky's social constructivism acknowledges learning as the variety of outcomes which are provided by education and not just measurable outcomes (grades etc). Tasks which encourage social participation allow children with SEN to be fully included. On the other hand, their typical peers will have a better understanding of differences and disability - therefore reducing stigma and prejudice.

# data[].attributes.body
In the field of education, the term scaffolding refers to a process in which teachers model or demonstrate how to solve a problem, and then step back, offering support as needed. Psychologist Jerome Bruner first used the term 'scaffolding' in this context back in the 1960s.

# data[].attributes.body
The zone of proximal development (ZPD) has been defined as: 'the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers' (Vygotsky, 1978)

Vygotsky believed that when a student is in the ZPD for a particular task, providing the appropriate assistance will give the student enough of a "boost" to achieve the task.

# data[].attributes.headline
ZPD with profound, multiple learning difficulties and severe learning difficulties

# data[].attributes.subject
ZPD with profound, multiple learning difficulties and severe learning difficulties

# data[].attributes.body
C, Chalaye and Male, Dawn (2011) Applying Vygotsky's zone of proximal development and peer collaboration to pupils with profound and multiple learning difficulties and severe learning difficulties : Two case studies. SLD Experience (61). pp. 13-18.

This article focuses on aspects of the work of the Russian psychologist, Lev Vygotsky, and its applicability for children and young people identified as having profound and multiple learning difficulties (PMLD) and severe learning difficulties (SLD); in particular, it focuses on Vygotsky’s notion of the zone of proximal development (ZPD) and peer collaboration. A case study approach is used to discuss applicability.The two case study pupils attend a special school for pupils identified as having PMLD, SLD and other complex learning difficulties, including autistic spectrum conditions (ASC).The school caters for pupils aged 4–19 years.The peer interactions of the two pupils, one identified as having PMLD and one SLD, were observed over a term, in their classroom, and other areas of the school

Comments:
These cases studies provided an in-depth research opportunity to understand the application of ZPD. Although the effectiveness and difficulties cannot be generalised to other children; however this is true to all areas of special educational needs due to the heterogeneous nature of conditions.

# data[].attributes.headline
Gindis, B. (1995). The social/cultural implication of disability: Vygotsky's paradigm for special education. Educational Psychologist, 30(2), 77-81.

# data[].attributes.subject
Gindis, B. (1995). The social/cultural implication of disability: Vygotsky's paradigm for special education. Educational Psychologist, 30(2), 77-81.

# data[].attributes.body
Caregivers help young children learn how to link old information or familiar situations with new knowledge through verbal and nonverbal communication and modeling behaviors. Observational research on early childhood learning shows that parents and other caregivers facilitate learning by providing scaffolds. The scaffolds provided are activities and tasks that:

Motivate or enlist the child's interest related to the task

Simplify the task to make it more manageable and achievable for a child

Provide some direction in order to help the child focus on achieving the goal

Clearly indicate differences between the child's work and the standard or desired solution

Reduce frustration and risk

Model and clearly define the expectations of the activity to be performed

(Bransford, Brown, and Cocking, 2000).

# data[].attributes.body
Something as simple as hand gestures can make a difference in the way children with special needs learn and perform. Research has suggested that when hand gestures are used together with speech, they can provide better and more complete information for students. This is a pedagogical possibility for teachers, especially those who have not used enough deliberate hand gestures in their teaching previously.

# data[].attributes.body
Attention should be paid to the ongoing debate between what approaches are best within SEN practice. The theoretical underpinnings of this debate centre around constructivist and behaviourist. ZDP and scaffolding are rooted within (social) constructivist practices but researchers and educators should not ignore behaviourist principles. Applied Behaviour Analysis is a key intervention which is usually used with Children who have Autism Spectrum Conditions. These interventions modify behaviour through positive reinforcement. This debate cannot end with what approaches are more effective but how these approaches can work in parallel through trail-and-error; as each individual is different, the most appropriate interventions which promote the social and academic needs of the child will differ between children and overtime.

# data[].attributes.body
1) ZPD and Scaffolding (With our names)
2) Introduction to ZPD and Scaffolding
3) Study 1:
4) Study 2:
5) Interventions (Amber)
6) Conclusion
7) References

# data[].attributes.headline
Scaffolding and ZPD - Things to consider

# data[].attributes.subject
Scaffolding and ZPD - Things to consider

# data[].attributes.body
Scaffolding is used to assist a child through the ZPD. There are many different types of scaffolding (for example: using visuals, simplifying language, etc.). Which types of scaffolding are more beneficial for those with autism? ADHD? Down's syndrome?

# data[].attributes.body
SIGN UP
LOG IN

share_arrow
SHARE
help_outline

# data[].attributes.body
caffolding (Bruner)/ ZPDs (Vygotsky)
Educational programmes for children with ID?
Avatar of Georgia Cowne
Georgia Cowne
 +  5
●
5mo