"If only I had known...": young peoples participation in the construction of their learning disabilities
Bibliographic record
Abstract
This paper explores how young people participate in the construction of their learning disabilities and how the experience impacts their internal truth, and self-concept. The results show that none of the interviewee subjects in the study participated in the Identification Placement and Review Committee (IPRC) meetings conducted in Ontario. The interviewees did participate in a variety of other forums such as psychological testing, university development centers, and conversations with family members, and teachers. Analysis of coded qualitative interviews reveals four major themes that were interwoven: internal truth of self-concept about disability; external truths of individuals of self-conceptualization about disability; knowledge of disability; and participation in the construction of the label of disability. The children’s rights framework and the new sociology of childhood are used to explore the construction of self-concept for children and young people with disabilities, and the nature and timing of their participation in matters regarding them and their label of exceptionality in the Ontario education system. Keywords: self-concept, participation, learning disability, exceptionality, young people, construction of labels.
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.
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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| 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 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".