Peer reviewedERIC Number: EJ631489
Record Type: Journal
Publication Date: 2001
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0966-9760
EISSN: N/A
Available Date: N/A
Effects of Teachers' Verbal and Non-Verbal Scaffolding on Everyday Classroom Performances of Students with Down Syndrome.
Wang, Xiao-lei; Bernas, Ronan; Eberhard, Philippe
International Journal of Early Years Education, v9 n1 p71-80 Mar 2001
Studied effects of teachers' verbal and non-verbal scaffolding on classroom performance of students with Down Syndrome. Found that with the use of scaffolding that contained gesture components, students were more responsive to directions, focused longer on tasks, and were more successful in accomplishing the tasks. Concluded that gestures in classroom interactions are important to maximizing the learning potential. (SD)
Descriptors: Academic Accommodations (Disabilities), Attitudes toward Disabilities, Body Language, Classroom Techniques, Disabilities, Downs Syndrome, Inclusive Schools, Preschool Children, Preschool Education, Scaffolding (Teaching Technique), Special Education, Special Needs Students, Teaching Methods
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A
