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ScaffoldingA Broader ViewD. Kim Reid, PhD, is professor of special education and coordinator of women' studies at the University of Northern Colorado. Her interests include social constructivism, critical theory, and feminist pedagogy and their relevance to the education of students with special needs, especially those labeled as having learning disabilities. Address: D. Kim Reid, Division of Special Education, University of Northern Colorado, Greeley, CO 80639. To situate the concept of scaffolding within a broader context than that addressed by Stone, I discuss it with respect to (a) the historical context of learning disabilities, (b) the emerging focus on learners activity, (c) the reification of learning disabilities, and (d) the unintended effects that frequently occur as a by-product of injudicious (and often unintentional) scaffolding. I conclude that the effective practice of special education has been inhibited by our isolation of interventions from the theories that give rise to them, and by the way we structure teacher education. Although scaffolding is not the answer to correcting these problems, it may serve to refocus our attention and efforts in useful ways.
Journal of Learning Disabilities, Vol. 31, No. 4,
386-396 (1998) This article has been cited by other articles:
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