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首页> 外文期刊>European Journal of Special Needs Education >Redesigning the scaffolding metaphor to suit pupils with Acquired Brain Injury
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Redesigning the scaffolding metaphor to suit pupils with Acquired Brain Injury

机译：重新设计脚手架的隐喻以适应患有后天性脑损伤的学生

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摘要

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.
机译：本文扩展并发展了脚手架的隐喻，以考虑到获得性脑损伤（ABI）的学生的特殊需求，并利用收集的观察证据对在主流教室条件下学习ABI的学生进行实证性研究。迄今为止，该领域很少发表研究。在考虑了这一特定学生群体的需求之后，概述了脚手架隐喻的发展。说明了在一群有ABI的学生中使用脚手架的方法，并讨论了修改的必要性，然后才提出首字母缩写PEDER（指出，说明，示范，鼓励，重复）以关注这一组的特殊需求。但是，实际上，已发现该首字母缩写词可以帮助更多的群体，而不仅仅是具有ABI的学生。

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