{"meta":{"query_hash":"9d0b80860c38","filters":{"venue":"European Journal of Special Education Research"},"cohort_total":11,"direct_labels_cover":0,"predictions_cover":11,"exported":11,"export_cap":100000,"truncated":false,"label_status":"direct model label, unvalidated","prediction_status":"machine_predicted_unvalidated (Codex and Gemma teacher distillation)","score_status":"score_only:v0-immature-baseline","snapshot":{"source":"OpenAlex, pinned release, all 482 partitions","release":"2026-06-24","frame_built":"2026-07-12"},"permalink":"https://metacan.xera.ac/q/9d0b80860c38","api":"https://metacan.xera.ac/api/v1/cohort?venue=European+Journal+of+Special+Education+Research"},"results":[{"id":"W4312310013","doi":"10.46827/ejse.v8i4.4436","title":"EXPERIENCES THAT SHAPE THE DEVELOPMENT OF INCLUSIVE INSTRUCTION IN PRESERVICE TEACHERS: AN INTERNATIONAL COMPARISON","year":2022,"lang":"en","type":"article","venue":"European Journal of Special Education Research","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Victoria; Western University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Practicum; German; Psychology; Inclusion (mineral); Teacher education; Professional development; Pedagogy; Mathematics education; Social psychology; Geography","score_opus":0.11981702917114026,"score_gpt":0.4619561351205423,"score_spread":0.342139105949402,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4312310013","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9944108,0.00045303948,0.000056690667,0.00007034742,0.0000066651855,0.0000118536045,0.000016116752,0.0000020940602,0.004972442],"genre_scores_gemma":[0.9987016,0.00041251729,0.00005539791,0.000028641938,0.0000018363709,0.0000072970556,0.000030416408,0.000003229023,0.00075914216],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9984744,0.00024410685,0.000080466125,0.00013355124,0.0003724131,0.0006950742],"domain_scores_gemma":[0.9970157,0.00053117715,0.0005731145,0.00016179102,0.00083099405,0.00088719325],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012660928,0.0001981604,0.00039159096,0.0016727725,0.003938287,0.0038625377,0.000582307,0.00041499047,0.001822064],"category_scores_gemma":[0.004705663,0.00023669572,0.00022406061,0.0021324789,0.0031730675,0.0014150209,0.0035218284,0.00078761304,0.00016510258],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017512077,0.00014470113,0.24872188,0.00014790831,0.00003124735,0.0006493146,0.7103362,0.000060663195,0.0012229324,0.0013751622,0.00047880856,0.036656056],"study_design_scores_gemma":[0.000007619311,0.00007227416,0.33008823,0.0001127134,0.000022919568,0.00042688,0.6638237,0.00002227455,0.00022600424,0.00013279202,0.0050509297,0.000013680705],"about_ca_topic_score_codex":0.21366784,"about_ca_topic_score_gemma":0.4269646,"teacher_disagreement_score":0.21366784,"about_ca_system_score_codex":0.0047814874,"about_ca_system_score_gemma":0.006465808,"threshold_uncertainty_score":0.42484832},"labels":[],"label_agreement":null},{"id":"W4312415817","doi":"10.46827/ejse.v8i3.4363","title":"THE EFFECTIVENESS OF CONCRETE-REPRESENTATIONAL-ABSTRACT INSTRUCTION STRATEGIES IN THE INSTRUCTION OF FRACTIONS TO STUDENTS WITH LEARNING DISABILITIES","year":2022,"lang":"en","type":"article","venue":"European Journal of Special Education Research","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Psychology; Generalization; Quarter (Canadian coin); Identification (biology); Learning disability; Pedagogy; Developmental psychology; Mathematics","score_opus":0.08895714386066804,"score_gpt":0.4060873605792911,"score_spread":0.31713021671862307,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4312415817","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99826485,0.0001454572,0.0004976304,0.000024832498,0.0000023742257,0.000037090223,0.000006427961,0.000013162191,0.001008223],"genre_scores_gemma":[0.9942849,0.00032290214,0.004591156,0.000021536493,0.00000264732,0.000070151946,0.000025545038,0.000003782211,0.0006774309],"study_design_codex":"design_other","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.9989869,0.00041615276,0.00007750317,0.0001685733,0.00024201696,0.000108869834],"domain_scores_gemma":[0.998086,0.0009720977,0.00040854132,0.00017523601,0.00015798344,0.00020015596],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00079071504,0.00038614345,0.0003307327,0.00051868206,0.00024406705,0.00055604643,0.0005650133,0.00030155588,0.0010071909],"category_scores_gemma":[0.0062658545,0.0001162021,0.00031757023,0.00023004037,0.0003792553,0.0004717096,0.0009378582,0.000411684,0.00019724162],"study_design_candidate":"nonrandomized_trial","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009181347,0.0074565127,0.10836592,0.0009936243,0.00013156023,0.00046208798,0.01662384,0.001094254,0.043689653,0.0005053426,0.00033997739,0.8194191],"study_design_scores_gemma":[0.00025853328,0.016477829,0.8961358,0.00072776456,0.0006457541,0.0015466304,0.022212725,0.0029900218,0.04879948,0.0012962329,0.008810795,0.00009852163],"about_ca_topic_score_codex":0.0014755123,"about_ca_topic_score_gemma":0.00320884,"teacher_disagreement_score":0.0014755123,"about_ca_system_score_codex":0.00033104216,"about_ca_system_score_gemma":0.0008328993,"threshold_uncertainty_score":0.0041817427},"labels":[],"label_agreement":null},{"id":"W4395477186","doi":"10.46827/ejse.v10i1.5189","title":"SKILLS AND SAFETY: INVESTIGATING FIRST AID TRAINING IN STUDENTS WITH SPECIAL EDUCATIONAL NEEDS","year":2024,"lang":"en","type":"article","venue":"European Journal of Special Education Research","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Education and Early Childhood Development","funders":"","keywords":"Training (meteorology); Medical education; Psychology; Mathematics education; Computer science; Medicine","score_opus":0.08480539366607837,"score_gpt":0.43304996467705614,"score_spread":0.3482445710109778,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4395477186","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996778,0.000055583423,0.000015254584,0.000023054039,0.0000022230677,0.000020877265,0.000020388083,7.635632e-7,0.00018409482],"genre_scores_gemma":[0.999265,0.00012961721,0.00011933043,0.0000236225,0.000006000313,0.00006231682,0.00006334304,6.959373e-7,0.00033011846],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991186,0.00019709235,0.000058968286,0.000102224236,0.00018245577,0.00034063176],"domain_scores_gemma":[0.997157,0.00044438973,0.0009570514,0.00011765749,0.00049479184,0.00082922395],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001594924,0.00038743753,0.00038497226,0.001301724,0.00048538385,0.0004682024,0.00041430682,0.0008957338,0.0021913073],"category_scores_gemma":[0.004598711,0.0002998298,0.00059767993,0.0006540823,0.00052916317,0.0008106993,0.00074567535,0.00062269147,0.00040128053],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031667989,0.0036113074,0.96676475,0.00027525672,0.000033859433,0.00037024298,0.0060186735,0.00008174778,0.0008862191,0.00003341272,0.0002137844,0.021394065],"study_design_scores_gemma":[0.000021318112,0.004340333,0.9896129,0.000049813934,0.000026005413,0.00032872276,0.0043850504,0.00010854174,0.0005965755,0.000028252656,0.0004936097,0.000008833058],"about_ca_topic_score_codex":0.005807502,"about_ca_topic_score_gemma":0.007274466,"teacher_disagreement_score":0.005807502,"about_ca_system_score_codex":0.0007485614,"about_ca_system_score_gemma":0.0018877579,"threshold_uncertainty_score":0.011547387},"labels":[],"label_agreement":null},{"id":"W4395477194","doi":"10.46827/ejse.v10i1.5193","title":"REHABILITEES WITH VISUAL IMPAIRMENTS’ CANE SKILLS AND THEIR INFLUENCE ON INDEPENDENT TRAVEL IN NAIROBI CITY COUNTY, KENYA","year":2024,"lang":"en","type":"article","venue":"European Journal of Special Education Research","topic":"Urban Transport and Accessibility","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Education and Early Childhood Development","funders":"University of South Africa","keywords":"Cane; Geography; Optometry; Socioeconomics; Psychology; Medicine; Sociology; Biology","score_opus":0.023389428108347408,"score_gpt":0.36901112914638606,"score_spread":0.34562170103803863,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4395477194","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986143,0.00029172914,0.000009169546,0.00016630153,0.000003974768,0.000010692207,0.000037099846,6.1207743e-7,0.0008660337],"genre_scores_gemma":[0.9987979,0.00050532847,0.000037189748,0.000047887246,0.0000030630204,0.000015772921,0.00004631323,7.5268844e-7,0.00054583675],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995803,0.00010212488,0.000029885909,0.00003810288,0.000062244464,0.00018740054],"domain_scores_gemma":[0.99924755,0.00009832283,0.0002515562,0.000014093977,0.00011291824,0.00027556866],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00034053435,0.00029593735,0.0002535032,0.00070732477,0.0021785402,0.0008000988,0.0004957183,0.0003562399,0.0028966598],"category_scores_gemma":[0.0014142556,0.00021742996,0.0002517075,0.00077505974,0.0006020801,0.00046942488,0.0011025937,0.00052258384,0.00018362781],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000075611686,0.00035090846,0.9680269,0.00018704188,0.000036115845,0.0019557532,0.013570148,0.000078748664,0.00043634232,0.00015040235,0.00102209,0.014109967],"study_design_scores_gemma":[0.0000041931853,0.00008621932,0.9591239,0.000118089265,0.000018996743,0.00031108464,0.038889643,0.00007627166,0.000043614808,0.000024237499,0.0012943287,0.000009501031],"about_ca_topic_score_codex":0.16180325,"about_ca_topic_score_gemma":0.36119968,"teacher_disagreement_score":0.16180325,"about_ca_system_score_codex":0.0012967137,"about_ca_system_score_gemma":0.002180411,"threshold_uncertainty_score":0.32172287},"labels":[],"label_agreement":null},{"id":"W4400144813","doi":"10.46827/ejse.v10i4.5391","title":"EXPLORING THERAPY-RELATED CONSTRAINTS IN THE DELIVERY OF SPEECH AND LANGUAGE THERAPY SERVICES TO CHILDREN WITH CEREBRAL PALSY IN KIBERA SLUMS, NAIROBI CITY COUNTY, KENYA","year":2024,"lang":"en","type":"article","venue":"European Journal of Special Education Research","topic":"Cerebral Palsy and Movement Disorders","field":"Medicine","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Education and Early Childhood Development","funders":"","keywords":"Cerebral palsy; Speech therapy; Psychology; Medicine; Pediatrics; Physical therapy; Audiology","score_opus":0.06430331463798726,"score_gpt":0.3387141128630915,"score_spread":0.2744107982251042,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4400144813","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9979765,0.00038748217,0.000043219152,0.00065462926,0.000005338591,0.00004687119,0.000066186716,0.0000013306062,0.00081837055],"genre_scores_gemma":[0.99850035,0.00069770135,0.00027539043,0.00014042393,0.00000409914,0.00009913337,0.000052279935,0.0000022996526,0.00022839945],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99312085,0.0026707274,0.00077229337,0.00035063122,0.0010653643,0.002020125],"domain_scores_gemma":[0.99033153,0.0024781693,0.004629879,0.000116919684,0.0006740421,0.0017696226],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0043170834,0.0003699956,0.0005877637,0.0017167415,0.0056358017,0.0032134005,0.0018439553,0.00075466343,0.0021600309],"category_scores_gemma":[0.012625543,0.00070342555,0.0002961959,0.0034427405,0.0028887005,0.0016949197,0.004365685,0.00125375,0.000111618174],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000091635266,0.00029327857,0.6231927,0.0010107401,0.00009265568,0.0048474646,0.34209943,0.00041888896,0.0012480682,0.0012313547,0.0010508385,0.024422841],"study_design_scores_gemma":[0.000009055666,0.000093339026,0.43580958,0.0006269825,0.000024617002,0.0006224985,0.55889434,0.00018955098,0.00011204999,0.000090694564,0.0034995861,0.000027727865],"about_ca_topic_score_codex":0.2065575,"about_ca_topic_score_gemma":0.45240736,"teacher_disagreement_score":0.2065575,"about_ca_system_score_codex":0.012670162,"about_ca_system_score_gemma":0.024610488,"threshold_uncertainty_score":0.41071045},"labels":[],"label_agreement":null},{"id":"W4402676186","doi":"10.46827/ejse.v10i6.5535","title":"THE RELATIONSHIP BETWEEN READING COMPREHENSION ABILITY LEVEL AND READING PERFORMANCE IN ENGLISH LANGUAGE AMONG GRADE FOUR LEARNERS WITH DYSLEXIA IN NAIROBI AND KIAMBU COUNTIES, KENYA","year":2024,"lang":"en","type":"article","venue":"European Journal of Special Education Research","topic":"Reading and Literacy Development","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Education and Early Childhood Development","funders":"Fondation Pour l'Audition","keywords":"Reading comprehension; Dyslexia; Reading (process); Psychology; English language; Linguistics; Mathematics education","score_opus":0.10119083949280983,"score_gpt":0.3802787786370861,"score_spread":0.27908793914427626,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4402676186","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996772,0.00003251942,0.000004656124,0.000015446538,5.681827e-7,0.0000041259154,0.000025306277,4.4112713e-7,0.0002397922],"genre_scores_gemma":[0.99967647,0.00004787236,0.000026939635,0.0000061964342,6.3728805e-7,0.0000072700427,0.000040541614,4.146316e-7,0.00019375184],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996184,0.00006701634,0.0000638704,0.000068949885,0.00008141407,0.00010033554],"domain_scores_gemma":[0.9986052,0.0002906041,0.0005826992,0.00004242602,0.00022137638,0.00025761817],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005636149,0.00030728572,0.00029400873,0.0015107524,0.0009662856,0.00095635356,0.0004345982,0.00041620675,0.0015435714],"category_scores_gemma":[0.0028974987,0.00028864827,0.0002273358,0.0010621819,0.00061010197,0.0006204752,0.0007378194,0.00047345518,0.00026288317],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000012980498,0.000048494145,0.9962243,0.000012988968,0.00000921437,0.00015797958,0.0022755384,0.00001684863,0.00029285706,0.000021188658,0.00002715309,0.00090044615],"study_design_scores_gemma":[7.973929e-7,0.000041894295,0.99534696,0.000008769294,0.0000061938167,0.00008347979,0.0043451083,0.00003456937,0.000047192316,0.00000587144,0.00007685739,0.000002270002],"about_ca_topic_score_codex":0.06097701,"about_ca_topic_score_gemma":0.14673278,"teacher_disagreement_score":0.06097701,"about_ca_system_score_codex":0.00081479864,"about_ca_system_score_gemma":0.0010070853,"threshold_uncertainty_score":0.12124419},"labels":[],"label_agreement":null},{"id":"W4404070612","doi":"10.46827/ejse.v10i7.5639","title":"FACTORS INFLUENCING THE SOCIAL-EMOTIONAL BEHAVIOR OF CHILDREN WITH AUTISM: THE INFLUENCE OF PSYCHOMOTOR CLUMSINESS","year":2024,"lang":"en","type":"article","venue":"European Journal of Special Education Research","topic":"Autism Spectrum Disorder Research","field":"Neuroscience","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Education and Early Childhood Development","funders":"","keywords":"Psychomotor learning; Autism; Psychology; Psychomotor retardation; Developmental psychology; Social emotional learning; Clinical psychology; Medicine; Psychiatry; Cognition","score_opus":0.06995250826032051,"score_gpt":0.39064304000701106,"score_spread":0.32069053174669054,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404070612","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993807,0.00008344253,0.000024233099,0.000038673785,0.0000024053015,0.0000027310798,0.00006718141,0.000005156155,0.00039555604],"genre_scores_gemma":[0.99966466,0.0000561794,0.000065249595,0.0000071315053,0.0000025332752,0.000005305966,0.00007913489,0.0000029745215,0.00011676812],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99940777,0.00016720957,0.00006202274,0.0001043061,0.00014368458,0.00011499732],"domain_scores_gemma":[0.99746454,0.0006529303,0.0011271685,0.00009725701,0.00015831842,0.0004998471],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00031951538,0.0004868328,0.00021621272,0.0009110616,0.00033524752,0.0006063871,0.00028489117,0.00031148916,0.002066943],"category_scores_gemma":[0.003501172,0.0001633192,0.0005643355,0.00042234498,0.0004464962,0.00024183869,0.0006797169,0.0004461167,0.0002024921],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000075670214,0.00005183975,0.9955622,0.000014815529,0.000049381513,0.00022983896,0.00045095655,0.000055120854,0.000838151,0.0000148988975,0.0000758949,0.0025812315],"study_design_scores_gemma":[7.5916194e-7,0.00002378979,0.99945325,0.000004114015,0.000011243203,0.000100780686,0.00026633052,0.000034043584,0.000058552207,0.0000055874607,0.00003995908,0.0000017193391],"about_ca_topic_score_codex":0.012156535,"about_ca_topic_score_gemma":0.016242657,"teacher_disagreement_score":0.012156535,"about_ca_system_score_codex":0.0005125546,"about_ca_system_score_gemma":0.00052435114,"threshold_uncertainty_score":0.02417159},"labels":[],"label_agreement":null},{"id":"W4404900657","doi":"10.46827/ejse.v10i7.5679","title":"INTERACTION BETWEEN TEACHERS AND DEAF STUDENTS: A SYSTEMATIC REVIEW OF THE LITERATURE","year":2024,"lang":"en","type":"review","venue":"European Journal of Special Education Research","topic":"Hearing Impairment and Communication","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Fundação para a Ciência e a Tecnologia; Universidade do Minho; Coordenação de Aperfeiçoamento de Pessoal de Nível Superior; International Council for Canadian Studies","keywords":"Psychology; Systematic review; Deaf education; Mathematics education; Pedagogy; Linguistics; Sign language; MEDLINE; Philosophy; Political science","score_opus":0.17643402269734193,"score_gpt":0.5437968756137465,"score_spread":0.3673628529164045,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404900657","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0028083883,0.9951971,0.00024766847,0.00047740806,0.00014305286,0.0003906779,0.000249452,0.0000069044854,0.00047939635],"genre_scores_gemma":[0.02606543,0.970133,0.0015568037,0.0006601516,0.000079918995,0.0010618834,0.00021879301,0.000007994495,0.00021605146],"study_design_codex":"systematic_review","study_design_gemma":"systematic_review","domain_scores_codex":[0.9820051,0.0071211173,0.00629415,0.0010193352,0.0030315067,0.00052876334],"domain_scores_gemma":[0.9318882,0.05445456,0.0074709295,0.0008228382,0.0045885416,0.00077494397],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.016109418,0.0013886278,0.0055937963,0.023358459,0.0015387521,0.0040400648,0.0018009054,0.0027026604,0.0035562736],"category_scores_gemma":[0.058136214,0.0014337895,0.0040372415,0.020268653,0.0016895537,0.0051869145,0.0025606262,0.00185216,0.00037656337],"study_design_candidate":"systematic_review","study_design_consensus":"systematic_review","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009137434,0.000031777156,0.001004827,0.9427939,0.0012473857,0.0004149517,0.003986491,0.00006174736,0.00027185894,0.00048276948,0.0016483098,0.047964662],"study_design_scores_gemma":[0.000037171652,0.00011073438,0.0029107342,0.96555257,0.005643935,0.0006784335,0.004423605,0.000031000578,0.00013412336,0.00023007671,0.020219628,0.000027938262],"about_ca_topic_score_codex":0.010491313,"about_ca_topic_score_gemma":0.04348861,"teacher_disagreement_score":0.023358459,"about_ca_system_score_codex":0.0061209504,"about_ca_system_score_gemma":0.027977679,"threshold_uncertainty_score":0.08519578},"labels":[],"label_agreement":null},{"id":"W4412401789","doi":"10.46827/ejse.v10i8.5759","title":"ANALYSIS OF GESTURE PRODUCTION IN PORTUGUESE INFANTS WITH AND WITHOUT HEARING IMPAIRMENT","year":2025,"lang":"en","type":"article","venue":"European Journal of Special Education Research","topic":"Hearing Impairment and Communication","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Fundação para a Ciência e a Tecnologia; Universidade do Minho; International Council for Canadian Studies","keywords":"Gesture; Audiology; Portuguese; Production (economics); Speech production; Psychology; Medicine; Speech recognition; Computer science; Linguistics; Artificial intelligence; Philosophy; Economics","score_opus":0.06282992310992244,"score_gpt":0.4275710687705604,"score_spread":0.364741145660638,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412401789","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99698025,0.0004458084,0.00059642195,0.000019919415,0.00000677724,0.00001575963,0.00018609455,0.00001401844,0.0017349652],"genre_scores_gemma":[0.9968657,0.0006107362,0.001464448,0.000017680262,0.000008089027,0.000038576167,0.00021434444,0.000012559178,0.00076786015],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996125,0.000093092574,0.000042014206,0.00007209873,0.000106003834,0.0000742649],"domain_scores_gemma":[0.9988758,0.0004794765,0.00034130507,0.00004954847,0.00015573978,0.00009816438],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00045993616,0.00035428331,0.00030177963,0.00116555,0.00021405586,0.00061648194,0.00018360889,0.0002797788,0.0011711023],"category_scores_gemma":[0.0039125555,0.00014233844,0.00030584482,0.00053712656,0.00034756592,0.0002274928,0.0005398438,0.00017170674,0.00029248252],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013774702,0.00006877706,0.70183223,0.00074137293,0.0000780211,0.010132343,0.027617075,0.00032372653,0.11153929,0.0003310811,0.0004034938,0.14555508],"study_design_scores_gemma":[0.0000036587135,0.00019250615,0.98426396,0.000070233895,0.000030668907,0.0050330013,0.0054194997,0.00023574675,0.0035178175,0.00004795299,0.0011679741,0.000017069393],"about_ca_topic_score_codex":0.002997629,"about_ca_topic_score_gemma":0.0033332412,"teacher_disagreement_score":0.002997629,"about_ca_system_score_codex":0.00018680713,"about_ca_system_score_gemma":0.00024856994,"threshold_uncertainty_score":0.005960405},"labels":[],"label_agreement":null},{"id":"W4414864366","doi":"10.46827/ejse.v11i6.6272","title":"TEACHING PRACTICES WITH STUDENTS WITH COMPLEX COMMUNICATION NEEDS DURING THE PANDEMIC: REPORTS FROM BRAZILIAN TEACHERS","year":2025,"lang":"en","type":"article","venue":"European Journal of Special Education Research","topic":"Education during COVID-19 pandemic","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Sherbrooke","funders":"Fundação para a Ciência e a Tecnologia; Universidade do Minho","keywords":"Context (archaeology); Focus group; Information and Communications Technology; Augmentative and alternative communication; Communication skills; Socioeconomic status; Needs assessment","score_opus":0.09630464774113749,"score_gpt":0.4808193120164742,"score_spread":0.3845146642753367,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414864366","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99380773,0.0011816939,0.00023496932,0.0013292636,0.000030368386,0.00003307238,0.000025967034,0.000007203932,0.0033497054],"genre_scores_gemma":[0.9964251,0.0017783501,0.0002683009,0.0003814194,0.000016063655,0.000048495134,0.00002321321,0.0000071598165,0.0010519568],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99765044,0.0010666769,0.00021145811,0.00021087128,0.0004453459,0.00041518366],"domain_scores_gemma":[0.99260676,0.00292311,0.0018593739,0.00029878883,0.0011743207,0.0011376747],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032258893,0.00039103808,0.0005108005,0.0010485082,0.0031039242,0.0017719505,0.00062299304,0.0012001644,0.0012073036],"category_scores_gemma":[0.012789218,0.0005087774,0.0003495419,0.0008175981,0.0019203421,0.0010894793,0.002054634,0.0010868644,0.00022889984],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000032791653,0.00009228724,0.0887931,0.0004424835,0.000009573287,0.0016793418,0.8886113,0.000028226472,0.0017989744,0.00023551252,0.00067287474,0.017603515],"study_design_scores_gemma":[0.000008066411,0.00015848709,0.06310013,0.00055988977,0.000028235587,0.0014982135,0.91350454,0.00005693691,0.0005042731,0.00009629619,0.020452507,0.000032495554],"about_ca_topic_score_codex":0.030894613,"about_ca_topic_score_gemma":0.04726999,"teacher_disagreement_score":0.030894613,"about_ca_system_score_codex":0.0017148074,"about_ca_system_score_gemma":0.0041716387,"threshold_uncertainty_score":0.06142956},"labels":[],"label_agreement":null},{"id":"W7110953363","doi":"10.46827/ejse.v11i7.6399","title":"IMPEDIMENTS TO EFFECTIVE VOCATIONAL TRAINING FOR LEARNERS WITH AUTISM SPECTRUM DISORDER IN NAIROBI COUNTY, KENYA","year":2025,"lang":"en","type":"article","venue":"European Journal of Special Education Research","topic":"Autism Spectrum Disorder Research","field":"Neuroscience","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Education and Early Childhood Development","funders":"","keywords":"Employability; Vocational education; Autism spectrum disorder; Autism; Psychological intervention; Face (sociological concept)","score_opus":0.045138639403324875,"score_gpt":0.38867026891601925,"score_spread":0.3435316295126944,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7110953363","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99526346,0.00032219046,0.000039491733,0.0015826357,0.000016844553,0.000055412653,0.00003694684,0.000002408336,0.0026806775],"genre_scores_gemma":[0.9970137,0.00073363504,0.00030177625,0.00031909786,0.0000041141693,0.00006929452,0.000037472462,0.0000020145392,0.0015188874],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9992975,0.00022116404,0.000045105735,0.000042174965,0.000078196594,0.00031579263],"domain_scores_gemma":[0.9990231,0.00012001761,0.00016922662,0.000011879988,0.00010510908,0.00057064387],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00093008426,0.00018022775,0.00020315463,0.0003718747,0.0052825264,0.0013118809,0.00063864246,0.0005265624,0.005158938],"category_scores_gemma":[0.0022150183,0.00020659831,0.00014955136,0.000296982,0.0009453375,0.00076946855,0.0023770074,0.0008146659,0.00030641918],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021246627,0.0012750895,0.6624696,0.0012237222,0.000044606037,0.006079829,0.18545257,0.00042761376,0.005183659,0.0019234905,0.008003186,0.12770419],"study_design_scores_gemma":[0.000025344412,0.00030286735,0.44849607,0.0010740925,0.000032382937,0.00089083065,0.5279813,0.0003088951,0.00051813334,0.00034698393,0.01998735,0.000035769583],"about_ca_topic_score_codex":0.11135188,"about_ca_topic_score_gemma":0.45015627,"teacher_disagreement_score":0.11135188,"about_ca_system_score_codex":0.003116645,"about_ca_system_score_gemma":0.0127890855,"threshold_uncertainty_score":0.22140747},"labels":[],"label_agreement":null}]}