When a child struggles with learning, parents often focus on accommodations—extra time, a quiet space for tests, or assistive technology. However, another critical tool for student success is scaffolding in education. Scaffolding provides structured support as a student learns a new skill, gradually reducing that support as the child becomes more independent.

For students with IEPs, scaffolding in education should be built into goal development to ensure that a child isn’t simply expected to reach a skill level but is provided with the necessary support along the way. Here’s how scaffolding works and why it should be an essential part of your child’s education plan.

What Is Scaffolding in Education?

Think of scaffolding like training wheels on a bike. When a child is first learning to ride, training wheels provide extra stability, allowing them to build confidence and practice balancing. Over time, as the child gains control, the training wheels come off.

Similarly, scaffolding in education means providing temporary, structured support to help a student grasp a skill. As the student grows more proficient, the supports are gradually removed until they can perform the task independently.

6 Ways to Use Scaffolding in Education (and Why They Matter for IEPs)

1. Clarifying Instructions and Expectations

The problem: Some students struggle, not because the task is too difficult, but because instructions are unclear.

Scaffolded support

• Breaking down directions into simple, step-by-step instructions
• Using visuals, examples, and checklists to reinforce expectations
• Checking for understanding before moving forward

📌 IEP Example: Instead of a vague goal like “[Child] will write a paragraph with correct punctuation,” a scaffolded goal might be: “Given sentence starters, a reference chart, and a graphic organizer, [Child] will write a five-sentence paragraph with correct punctuation in 3 out of 5 trials.”

2. Building Background Knowledge

The problem: If a student lacks foundational knowledge, new concepts can feel overwhelming.

Scaffolded support

• Reviewing key vocabulary before a lesson
• Activating prior knowledge through discussions, word banks, or graphic organizers like a ‘Know-Want to Know-Learned’ (KWL) chart
• Using real-world examples to make connections

📌 IEP Example: If a child struggles with reading comprehension, a scaffolded goal might include: “With visual supports and guided questioning, [Child] will identify the main idea of a short passage with 80% accuracy.”

3. Using Multi-Modal Learning Approaches

The problem: Many students struggle with traditional lecture-style instruction.

Scaffolded support

• Pairing written text with pictures, videos, or diagrams
• Encouraging hands-on learning activities
• Allowing students to demonstrate understanding in multiple ways (e.g., drawing, speaking, acting out)

📌 IEP Example: Instead of expecting a child to memorize math facts from a worksheet, a scaffolded goal might say: “Using number blocks or visual aids, [Child] will solve addition problems up to 20 with 85% accuracy.”

4. Providing Graphic Organizers and Anchor Charts

The problem: Some students struggle to organize their thoughts, making tasks like writing essays or solving multi-step math problems challenging.

Scaffolded in Education support

• Providing graphic organizers to help students structure their ideas before writing.
• Using anchor charts to display key concepts like paragraph structure or transition words visually.
• Giving partially completed templates with sentence starters or outlines instead of blank worksheets.

📌 IEP Example: Instead of a general goal like “[Child] will write a three-paragraph essay,” a scaffolded goal might say: “Using a structured graphic organizer, sentence frames, and teacher modeling, [Child] will write a three-paragraph essay with a clear topic sentence, supporting details, and a concluding statement in 4 out of 5 trials.”

5. Using Pre-Lesson Warm-Ups

The problem: Jumping straight into new material can be overwhelming.

Scaffolded support

• Starting with a quick review of key terms before the lesson.
• Using short preview videos to introduce a topic.
• Encouraging students to make predictions before learning.

📌 IEP Example: If a child struggles with science concepts, a scaffolded goal might be: “Given a short preview activity (such as a video, key term review, or discussion prompt), [Child] will correctly answer 3 out of 4 comprehension questions on a new science topic.”

6. Encouraging Metacognition (Thinking About Thinking)

The problem: Some students don’t know how to reflect on their learning process or monitor their own progress.

Scaffolded support

• Teaching students to ask themselves questions like What do I already know about this? What am I struggling with? What strategy could I use to help myself?
• Having students self-monitor their progress using checklists

📌 IEP Example: “Given a self-monitoring checklist, [Child] will review his completed math work, identify errors, and describe a strategy to correct them in 3 out of 4 trials.”

Why Scaffolding Matters in IEP Goals

Far too often, IEP goals focus only on the final outcome (“Student will do X with 80% accuracy”) but fail to outline the supports necessary to get there. Without scaffolding:
❌ Students may feel frustrated and overwhelmed.
❌ They may struggle to understand how to achieve their goal.
❌ They may lack the foundational skills needed to succeed.

By building scaffolding in education into IEP goals, parents ensure their child receives structured, meaningful support—not just a lofty expectation.

How Parents Can Advocate for Scaffolding in Education in IEPs

Ask specific questions at IEP meetings

• “What supports will be provided to help my child achieve this goal?”
• “How will these supports be adjusted or reduced as my child gains independence?”
• “How will progress be measured to ensure my child is benefiting from these supports?”
• “What strategies will be used if my child struggles even with scaffolding?”

Request clear, scaffolded IEP goals

• Ensure goals specify what supports will be provided (e.g., graphic organizers, modeling, sentence starters, pre-teaching).
• Ask how scaffolds will be adjusted or faded as skills improve.
• Confirm that goals include measurable progress indicators to track effectiveness.

Monitor progress and adjust as needed

• If your child is struggling, ask the IEP team what additional scaffolds (e.g., modeling, guided practice, visuals) can be added.
• Request progress updates to ensure support are effective.
• If scaffolding isn’t helping, discuss alternative strategies or accommodations.

Scaffolding isn’t just a teaching strategy—it’s a pathway to help students succeed. Without it, goals are simply expectations; with them, they become attainable steps toward real progress.

If you need support navigating your child’s IEP, PASEN.org offers low-cost advocacy services nationwide. We can review your child’s IEP, assess their goals and supports, and help you advocate effectively in IEP meetings. You don’t have to do this alone—we’re here to help. For parents navigating transition services while homeschooling, check out this resource: Delivering Transition Services While Homeschooling.

Frequently Asked Questions (FAQs)

Q1: What is scaffolding in education, and how is it different from accommodations?
A1: Scaffolding in education is temporary, structured support that helps a child build skills, with assistance gradually removed as they become more independent. Accommodations, on the other hand, change how a child accesses learning but don’t necessarily teach new skills (e.g., extra time on tests, larger print materials).

Q2: How can I make sure my child’s IEP includes scaffolding?
A2: To ensure scaffolded IEP goals, ask the IEP team:

• What support will help my child achieve this goal?
• How will these supports be adjusted or faded over time?
• How will progress be measured to ensure scaffolding is effective?

Q3: What are some examples of scaffolding my child might need?
A3: Examples of IEP supports include:

• Graphic organizers for writing assignments
• Sentence starters to help with structured responses
• Pre-teaching vocabulary before new lessons
• Step-by-step checklists for multi-step tasks

Q4: What if my child isn’t making progress even with scaffolding?
A4: If your child is still struggling, request a review of their IEP supports and goals. Additional scaffolds (e.g., modeling, guided practice, or hands-on learning) may be needed, or the goal may need to be adjusted.

Q5: Can an advocate help me ensure my child’s IEP includes the right support?
A5: Yes! PASEN.org offers low-cost advocacy services nationwide. We can review your child’s IEP, assess their scaffolded IEP goals, and support you in IEP meetings to ensure they receive the scaffolding and support they need.