Scaffolding in special education is a teaching strategy that gives students the support they need to learn new skills, concepts, or tasks until they’re ready to do it on their own. Think of it like the scaffolding around a building under construction. It holds things up, provides structure, and slowly gets taken down as the building becomes stronger. In the classroom, scaffolding works the same way. Teachers give support at the beginning of a lesson or skill, and then slowly remove the help as the student becomes more independent and confident.
Scaffolding is a powerful tool because it meets students right where they are. It can help bridge the gap between what a student can do and what they are expected to do with support. For students with IEPs, scaffolding can be the difference between frustration and success, between giving up and trying again. It creates opportunities for students to learn at their own pace with the right amount of help built in.
How Does Scaffolding Work?
Scaffolding works by breaking down complex tasks into smaller, more manageable steps. Teachers provide supports like modeling, sentence starters, graphic organizers, or guided practice to help students access the learning. These supports are temporary and flexible. As the student grows in confidence and skill, the teacher steps back and allows the student work independently.
The key to scaffolding is being responsive. Teachers should observe how students are doing, ask guiding questions, and adjust the level of support in real time. The goal isn’t to make things easier, it’s to make things possible and help students stretch just beyond their current ability, one step at a time.
Why Is Scaffolding Important?
Scaffolding benefits all students, but especially those with disabilities who may struggle with attention, memory, processing, or executive functioning. With scaffolding in place, students are more likely to stay engaged, understand the content, and build their confidence. It’s a teaching practice that promotes independence, boosts motivation, and helps students master both academic and functional goals.
It also supports the specially designed instruction (SDI) written in the IEP. When a teacher scaffolds a lesson based on the student’s IEP goals, they are actively implementing the IEP in the general education setting.
7 Real-Life Examples of Scaffolding in the Classroom
Scaffolding can look different depending on the student, the subject, and the goal. Here are seven examples of how scaffolding might show up during a lesson or in lesson planning:
- Modeling First
Before asking students to complete a task, the teacher models it first, step by step. For example, if students are writing a paragraph, the teacher writes one out loud on the board, explaining their thinking along the way. - Using Sentence Starters
When teaching opinion writing, a teacher might give students sentence starters like “I believe…” or “In my opinion…” to get them started. Over time, students learn to write independently without prompts. - Providing Visuals or Anchor Charts
Students who need more support may benefit from seeing the process. A visual schedule, steps for solving a math problem, or a color-coded anchor chart can help guide their learning. - Chunking Text
Instead of reading a long passage all at once, a teacher breaks it into smaller chunks and discusses each part. This helps students process the information bit by bit. - Guided Practice with Feedback
During guided practice, the teacher works alongside the student—correcting, prompting, or celebrating progress in the moment—before the student tries the task independently. - Using Graphic Organizers
Graphic organizers help students organize their thoughts before writing, problem-solving, or retelling. These tools give students structure and a place to visually see the connections. - Pre-Teaching Key Vocabulary
Before reading a text or starting a new unit, the teacher introduces key vocabulary words. This builds background knowledge and sets the student up for success.
Scaffolding, Differentiation, and SDI: What’s the Difference?
These three terms – scaffolding, differentiation, and specially designed instruction (SDI) – are often used together, but they aren’t the same thing.
Scaffolding is temporary support that helps students complete a task they couldn’t do alone… yet. It’s usually built into a single lesson or activity. The goal is to gradually remove the support as the student becomes more independent.
Differentiation is when a teacher adjusts the content, process, product, or environment based on a student’s learning style, readiness, or interest. It’s about how students access learning and how they show what they’ve learned. Differentiation is used for all students, not just those with IEPs.
Specially Designed Instruction (SDI) is instruction that’s customized to meet the unique needs of a student with a disability. It’s written in the IEP and focuses on helping the student make progress toward their IEP goals. SDI often includes scaffolding, but not all scaffolding is SDI.
In short:
- Scaffolding = Temporary supports to help a student learn a specific skill
- Differentiation = Adjusting the approach to meet all students’ needs
- SDI = Individualized instruction written into an IEP to help a student meet their goals
Each of these practices has a place in your teaching toolbox. And when used together, you’ll be able to make learning more accessible, supportive, and successful for every one of your students.
Scaffolding Is for All Learners, Not Just Special Education
While scaffolding is essential for supporting students with disabilities, it’s not just a special education strategy. Scaffolding is a best practice for all learners. Every student, regardless of whether they have an IEP, benefits from clear instructions, guided support, and step-by-step learning. General education teachers use scaffolding every day, like when they model how to solve a math problem, or pause to explain vocabulary and when they guide students through a writing process.
The difference is that in special education, scaffolding is often more intentional, targeted, and aligned with IEP goals. It may be provided more frequently, for a longer time, or with specific tools and strategies based on the student’s needs. But scaffolding itself is a general education practice that supports access and equity across the classroom.
Scaffolding is more than a strategy, it’s a mindset that teachers can use to better reach students. At it’s core, scaffolding says, “You’re not expected to do this alone, but you are expected to grow.” For special education teachers and IEP team members, scaffolding is a powerful way to make lessons accessible, meaningful, and doable for every learner.
When done well, scaffolding fades as the student gains skills. What starts as “I do, we do, you do” becomes “You’ve got this.” And that’s exactly what we want for our students – to feel confident, capable, and successful.
Want to be a better advocate for your students? It starts with knowing what’s possible. The Intentional IEP gives you the tools and training your school should’ve provided – because when you’re confident in your IEPs, you can speak up, stand firm, and support students like never before.
