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Scaffolding: a broader view

D K Reid1

  • 1Division of Special Education, University of Northern Colorado, Greeley 80639, USA.

Journal of Learning Disabilities
|July 17, 1998
PubMed
Summary

Scaffolding in special education requires a broader theoretical context. Understanding its historical roots and potential negative impacts can improve learning disability interventions and teacher training.

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Area of Science:

  • Educational Psychology
  • Special Education

Background:

  • The concept of scaffolding is often discussed narrowly.
  • Historical context of learning disabilities needs consideration.
  • Learner activity is an emerging focus in educational research.

Purpose of the Study:

  • To situate scaffolding within a broader theoretical framework.
  • To examine the historical context of learning disabilities.
  • To analyze the unintended consequences of scaffolding.

Main Methods:

  • Literature review and theoretical analysis.
  • Examination of scaffolding in relation to learning disabilities.
  • Discussion of historical context, learner activity, and reification.

Main Results:

  • Effective special education practice is hindered by isolating interventions from theory.
  • Teacher education structures can impede effective practice.
  • Injudicious scaffolding can have unintended negative effects.

Conclusions:

  • Scaffolding is not a panacea but can refocus attention on improving special education practices.
  • Integrating theory and practice is crucial for effective intervention.
  • A broader contextual understanding of scaffolding is needed.

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