Attitudes of Community Developmental Services Agency Staff Toward Issues of Inclusion for Individuals With Intellectual Disabilities
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
ABSTRACT In many countries, the shift in policy surrounding intellectual disabilities (ID) from segregation to inclusion has resulted in the closure of large‐scale institutions in favor of integrated community programs and living accommodations. Because the success of the community inclusion movement lies in the hands of the staff who implement these programs, it is important to determine the consistency of their attitudes with the philosophies that underlie policy directions. Using the Community Living Attitudes Scale‐Mental Retardation, Short Form, the current study describes the attitudes of 241 staff working in the field of ID in Ontario, Canada, and examines demographic characteristics that are related to differences in their attitudes toward inclusion. The study found that male staff members' attitudes were less supportive of inclusion than were those of female staff. Moreover, staff members with only a high school education were less likely than those with university or college training to think that individuals with ID were similar to themselves. Finally, older staff members were more likely than younger staff to think that persons with ID should be sheltered from harm. The study showed that many community agency staff members do not hold attitudes that are entirely consistent with the inclusion philosophy and that differences in attitude are associated with their demographic characteristics. This study highlights the need for education and training targeted at particular “at‐risk” staff groups in order to ensure the successful implementation of the goals of the inclusion movement.
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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 | 0.004 | 0.134 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.003 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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