This document presents a critical review of the article "Scaffolding as a key role for teaching assistants: Perceptions of their pedagogical strategies" by Bowles, Radford, and Bakopoulou (2018). The review, prepared for a Bachelor of Arts in Facilitating Inclusive Education course (EDS 2001), examines the study's methodology, findings, and implications. The original research investigates teaching assistants' (TAs) perceptions of their inclusive pedagogical strategies within mainstream primary schools. The study employed face-to-face interviews with eleven TAs to explore their views, analyzing the data thematically. Key findings reveal that TAs are aware of the need for relational and emotional support for children. The review also discusses the concept of scaffolding, the role of TAs in inclusive classrooms, and the importance of training. The study recommends professional development programs focusing on scaffolding principles, such as responsibility transfer and fading support. The review also highlights the limitations of the study, including the lack of observational data to triangulate interview data. The review concludes by emphasizing the significance of supporting children with special educational needs and the need for TAs to foster independence in students. The review also includes sections on the abstract, introduction, literature review, methodology, ethics, findings, discussion, and conclusion of the original research article.
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