Teachers’ scaffolding practices supporting communication with students with severe disabilities using pragmatic organised dynamic display books

Using the sociocultural theory of learning, this study examined teachers’ use of aided language stimulation (i.e. pointings at graphic symbols in parallel with speech) in teacher-fronted classroom talk using Pragmatic Organised Dynamic Display (PODD) books in interaction with students with severe disabilities. Aided language stimulation (ALS) aims to scaffold the use of augmentative and alternative communication (AAC), for example graphic symbols, by modelling the use and meaning within the student’s Zone of Proximal Development (ZPD) during naturally occurring interaction. Based on the categorisation of scaffolding suggested by van de Pol, Volman, and Beishuizen, video recordings of teachers’ pointings (n = 848) during six lessons were coded as means and intentions of scaffolding. The most common scaffolding was modelling (means) and direct maintenance (intention) followed by cognitive structuring (intention). The study also categorised teachers’ and students’ indicated symbols in word classes, navigation strategies and pragmatic starters. The results indicate that students used the same word classes, navigation strategies and pragmatic starters but to a lesser extent than teachers. The results are discussed with regard to how students with severe disabilities can learn how to use graphic symbols if they are given rich learning opportunities within their ZPD.