Scaffolding by Learning Support Assistants for Students with Autism

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.