Examining the inclusion experiences of students with intellectual disabilities : a study focusing on the transition from elementary to secondary school
Bibliographic record
Abstract
Transitioning from elementary to secondary school is a major event in adolescents' lives \nand can be associated with academic, social, and emotional challenges (Shaffer, 2005; Sirsch, \n2003). Considerably less research has focused on the transitional experiences of students with \nintellectual disabilities (lD) as they enter secondary school and the role of educational inclusion \nin this process (Noland, Cason, & Lincoln, 2007). Conceivably, students with ID who leave \ninclusive elementary schools, where they have been educated alongside their peers without ID, \nand who enter segregated secondary educational placements may experience unique social and \nemotional challenges (Farmer, Pearl, & Van Acker, 1996; Fryxell & Kennedy, 1995; Shaffer, \n2005). This study examined the transitional experiences of 6 students with ID and the role of \neducational inclusion, with a focus on elementary to secondary school transitions from inclusive \nto segregated settings and vice versa. This study included the collection of multiple sources of \ndata. Semi-structured interviews with 6 caregivers and students with ID were conducted. \nStudents' Individual Education Transitional Plans were discussed in caregivers' interviews to \ndetermine how they shaped students' educational inclusion experiences (Ontario Ministry of \nEducation & Training, 1999/2000/2004). Parts ofthe following questionnaires were "qualitized" \n(Tashakkori & Teddlie, 1998) and administered orally: "Youth Self-Report" (YSR; Achenbach, \n2001 c) and "Child Behaviour Checklist Caregivers Form" (CBLC/6-18; Achenbach, 200la). The \nfindings of this study contribute to the literature on educational inclusion by highlighting the \npositive/negative social and emotional impact of congruent and incongruent transitional \nexperiences of students with ID and the role of educational inclusion.
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How this classification was reachedexpand
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".