From Segregation to Equalization: The Polish Perspective
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Previously in Poland, the segregation of children with disabilities was the norm. Recent changes to legislation entitled “Equalization of Opportunities for Persons with Disabilities” specifically address the education of persons with disabilities. States are required to recognize the principle of equal primary, secondary and tertiary educational opportunities for children, youth and adults with disabilities into integrated settings. The education of persons with disabilities should be an integral part of the educational system (United Nations, 1993). This article reports on the education of children with intellectual disabilities living in full-time care institutions and provides an analysis of assumptions underpinning inclusive education in Poland. Specifically, this paper will: (a) introduce the history of education for children with disabilities, (b) provide an analysis of current legislation from 1991 to 2003 addressing education for children with disabilities, and, (c) explore examples of how education was provided to a select group of institutionalized children and young adults. In spite of recent changes to educational policy and formal regulations within the educational system, students with intellectual disabilities continue to be segregated within educational institutions.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it