Book Review: A Class by Themselves? (2019) The Origins of Special Education in Toronto and Beyond, by Jason Ellis
Notice bibliographique
Résumé
In this excellent analysis of special education in Toronto, Canada, from 1910 to 1945, Ellis concluded that no single straightforward story or overarching theory explains everything about this subject, which has always been the source of much debate.Policy makers, educators, and parents never had one cohesive goal, nor was there a consistent approach to special education, or what was originally called auxiliary education.Ellis asserts that neither "unimpeachable altruism" nor "malevolent and naked social control" (p.203) characterized initial developments and that early influences still reverberate today.The foundations of the auxiliary education movement were laid at the beginning of the 20th century as part of a large "wave" (p.11) of social reforms in the 1910s.The Toronto Board of Education established its first auxiliary classes in the 1910-1911 school year.Ontario's most ardent proponent of segregated arrangements for the "feebleminded" was eugenicist Helen MacMurchy (Ellis elects not to sanitize the text of labels used commonly in the past-"mental defective," "cripple," and "moron"-even though they may be unsettling to readers).MacMurchy "believed that if an entire generation of feebleminds was permanently segregated, 'there would be such a drop in their numbers that soon we should be practically rid of this terrible problem'" (as cited on p. 19).The recommendations of reformers and eugenicists prepared students "not for social integration and independence but for exclusion and dependency" (p.51).The trajectory of auxiliary education changed in the 1920s, primarily because of the adoption of Intelligence Quotient (IQ) testing and increasing faith in testers' ability to determine children's needs.The majority of experts gave up their nuanced appreciation of the many factors that had an impact on a child's ability to succeed at school in favour of a simplistic reductionism.They believed that decisions about students' innate, unalterable intellectual capacity could be determined by IQ scores.With individual potential circumscribed ostensibly by one's IQ test result, policy makers phased out remedial classes for the "backward" and replaced them with practical training that would prepare students to take their preordained position "in a workforce supposedly defined by a hierarchy of intelligence" (p.84).By the late 1920s, many auxiliary class students were funneled into the newly created junior vocational schools for 13-to 16-year-olds.So-called "dull-normal" students, who were categorized as not well suited for the more rigorously academic technical schools, commercial schools, and collegiate institutes, also attended.The Ontario government had enacted legislation to combat truancy and keep students in school until age 16, and there were fewer jobs for adolescents in a
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,003 | 0,006 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,004 | 0,002 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,002 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,077 | 0,039 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».