NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ813805
Record Type: Journal
Publication Date: 2008-Nov
Pages: 14
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: ISSN-0885-6257
Redesigning the Scaffolding Metaphor to Suit Pupils with Acquired Brain Injury
Rees, Sian A.; Skidmore, David
European Journal of Special Needs Education, v23 n4 p379-392 Nov 2008
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. (Contains 2 tables and 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom