Teaching Assistants in Inclusive Classrooms: A Systematic Analysis of the International Research

This article reviewed international data from English-language peer-reviewed studies on the use of TAs in inclusive classrooms from the past 10 years concerning: (a) the roles of TAs; (b) the impact of TAs on students, educators, and inclusive education; and (c) the factors that influence the performance of TAs. These studies suggest that unclear professional roles, limited communication and opportunities for collaboration and training for TAs and teachers contribute to TAs assuming significant instructional, classroom management, and socialization roles, and providing ineffective and separate instruction that inadvertently undermine the inclusion, learning, socialization and independence of students with disabilities and the pedagogical roles of their teachers. Recommendations to inform decisions about whether to employ TAs and ways to enhance the efficacy and the practices of TAs and the professionals who work with them are discussed as well as the limitations of this review and implications for future research

Effect of cognitive-behavioral therapy with music therapy in reducing physics test anxiety among students as measured by generalized test anxiety scale

Abstract: Background: The study determined the effect of cognitive-behavioral therapy (CBT) with music in reducing physics test anxiety among secondary school students as measured by generalized test anxiety scale. Methods:Pre-test post-test randomized control trial experimental design was adopted in this study. A total of 83 senior secondary students including male (n=46) and female (n=37) from sampled secondary schools in Enugu State, Nigeria, who met the inclusion criteria constituted participants for the study. A demographic questionnaire and a 48-item generalized test anxiety scale were used for data collection for the study. Subjects were randomized into treatment and control groups. The treatment group was exposed to a 12-week CBT-music program. Thereafter, the participants in the treatment group were evaluated at 3 time points. Data collected were analyzed using repeated measures analysis of variance. Results: The participants who were exposed to CBT-music intervention program significantly had lower test anxiety scores at the post-treatment than the participants in the control group. Furthermore, the test anxiety scores of the participants in the CBT-music group were significantly lower than those in the control group at the follow-up measure. Thus, the results showed a significant effect of CBT with music in reducing physics test anxiety among secondary school students. Conclusion:We concluded that CBT-music program has a significant benefit in improving the management of physics test anxiety among secondary school students. Abbreviations: DR2 = adjusted R2, CBT = cognitive-behavioral therapy, CBT-music = CBT-based music group, CI = confidence interval, GTAI = Generalized Test Anxiety Inventory

The Youngest Victims: Children and Youth Affected by War

In 1989, the United Nation Convention on the Rights of the Child declared, “[state parties] shall take all feasible measures to ensure protection and care of children who are affected by an armed conflict.” In addition to attempting to secure the welfare of children in armed conflict, the Convention went on to ban the recruitment and deployment of children during armed conflict. Despite the vast majority of sovereign nations signing and ratifying this agreement, this treaty, unfortunately, has not prevented children and youth from witnessing, becoming victims of, or participating in political, ethnic, religious, and cultural violence across the past three decades. This chapter offers an “ecological perspective” on the psychosocial consequences of exposure to the trauma of war-related violence and social disruption

Die Auswirkungen von Inklusion auf Schüler/innen mit und ohne Behinderungen und ihre Lehrkräfte

Salend SJ. Die Auswirkungen von Inklusion auf Schüler/innen mit und ohne Behinderungen und ihre Lehrkräfte. PISA-Info . 1st ed. Schütze SB, tran. Frankfurt am Main: GEW; 2009

Classroom testing and assessment for all students/ Salend

viii, 165 hal.: ill, tab.; 28 cm

Creating inclusive classrooms: Effective and reflective practices

A best-selling, practical, accessible text from one of the most respected authors in the field, this text features the latest practices, technologies, information research, and challenges related to the implementation of inclusion in today’s schools