Submission to the House Standing Committee on Health, Aged Care and Disability inquiry into the Thriving Kids initiative
Notice bibliographique
Résumé
This submission draws on expertise and lived-experiences across the University of Melbourne with respect to disability, learning difficulties, autism, early childhood and community and early and primary education settings, and workforce strengths and challenges (e.g., teachers, allied health professionals). It also draws heavily on previous enquiries in related fields, as follows: • Select Committee on Autism. (2022). Services, support and life outcomes for autistic Australians (Executive summary). Parliament of Australia https://www.aph.gov.au/Parliamentary_Business/Committees/Senate/Autism/autism/Report • Classroom strategies for Autistic Students and Students with ADHD. Findings from an umbrella review, draft September, 2025 • The review of best practice in early childhood intervention and development of the new National Best Practice Framework for Early Childhood Intervention, launched in September 2025 by the Department of Health, Disability and Ageing • Melbourne Graduate School of Education Submission to the Australian Government's Early Years Strategy (prepared by REEaCH Centre) • OECD Good practices in delivering integrated care- examples from the Netherlands, Denmark, France and Ontario. 2023, Output 4. • Educational and Developmental Psychology experience with the Helping children with Autism fund (ended with NDIS), used for assessment, allied health support (e.g., Autism Queensland). • ACECQA Development of Inclusive Practice Framework • Working Together to Deliver the NDIS: Final report of the Independent Review of the National Disability Insurance Scheme Alongside previous enquires in related fields, this report also draws upon the expertise from across various academic groups, research centres and hubs at the University of Melbourne, that each focus on children and families in various ways: • The Learning Intervention Academic Group: https://education.unimelb.edu.au/research/academic-groups/learning-intervention • The University of Melbourne Neurodiversity Project: https://www.unimelb.edu.au/neurodiversity • Centre for Wellbeing Science: https://education.unimelb.edu.au/cws • Research in Effective Education in Early Childhood (REEaCH): https://education.unimelb.edu.au/REEaCh • Melbourne Disability Institute: https://disability.unimelb.edu.au • Learning Environments Applied Research Network (LEaRN): https://sites.research.unimelb.edu.au/learn-network Given the research and professional expertise of the contributing authors, we have decided to focus on three of the six terms of reference: • Term of reference 2: Examine the effectiveness of current (and previous) programs and initiatives that identify children with development delay, autism or both, with low to moderate support needs and support them and their families. This examination should focus on community and mainstream engagement, and include child and maternal health, primary care, allied health, playgroups, early childhood education and care and schools. • Term of reference 5: Draw on domestic and international policy experience and best practice. • Term of reference 6: Identify mechanisms that would allow a seamless transition through mainstream systems for all children with low to moderate support needs.
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 distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,002 | 0,000 |
| Bibliométrie | 0,001 | 0,005 |
| Études des sciences et des technologies | 0,005 | 0,002 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,002 | 0,003 |
| Intégrité de la recherche | 0,001 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
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 tête enseignante, 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 ».