Scaffolding by Learning Support Assistants for Students with Autism
Bibliographic Data
| ID | 22048445 |
|---|---|
| Authors | Murshidha Shabnam (University of Dubai), Sarah K Benson (0000-0002-5822-4942, University of Dubai) |
| Year | 2026 |
| Volume | 16 |
| Issue | 3 |
| Pages | 467 |
| Publication date | 2026-03-18 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16030467 |
| OpenAlex | W7139059347 |
| Language | EN |
| References cited | 60 |
This instrumental case study investigates how learning support assistants (LSAs) understand their role and implement pedagogical strategies when working with autistic students in Dubai’s private education sector. Despite robust inclusive education policies, schools frequently emphasise academic achievement metrics, leading to reliance on LSAs for students experiencing learning or behavioural challenges. The research analyses LSA scaffolding practices through three theoretical lenses: repair, heuristic, and support functions. Through observations and interviews with six LSAs working in individualised and small-group contexts at a premier British-curriculum institution, the study identifies several patterns in the support practices of the LSAs. Results demonstrate that LSAs consistently apply intensive support without progressively reducing assistance or building student independence. Participant interviews revealed widespread assumptions about autistic learners’ ability to manage challenging academic work, directly limiting opportunities for growth. Pedagogical choices favoured managing student behaviour through external reward mechanisms rather than cultivating genuine learning engagement or developing autonomous problem-solving abilities. This research exposes disconnects between policy intentions, the scaffolding theory and classroom realities for learners with autism and their supporting educators
Autism · Learning disability · Limiting · Qualitative research · Scaffold · Special education · Teaching method · Collaborative Teaching and Inclusion · Educational and Psychological Assessments · Higher Education Practises and Engagement
Diagnostic and Statistical Manual of Mental Disorders
Tools for Scaffolding Students in a Complex Learning Environment
The Weak Coherence Account
Scaffolding in Teacher–Student Interaction
The Role of Tutoring in Problem Solving
Factors Affecting Autistic Students’ School Motivation
The Anxiety Caused by Secondary Schools for Autistic Adolescents
Unveiling ableism and disablism in assessment
The Disability Studies Reader
Neoliberal versus social justice reforms in education policy and practice
Teaching students with autism spectrum disorder in mainstream post-primary schools in the Republic of Ireland
Undermining inclusion? A critical reading of response to intervention (RTI)
Inclusive education for pupils with autistic spectrum disorders in secondary mainstream schools
Scaffolding as a key role for teaching assistants
| Highly cited | No |
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