Améliorer la collaboration entre les milieux scolaire et de réadaptation : besoins des intervenants
Bibliographic record
Abstract
Différents auteurs ont écrit sur la nécessité pour les milieux de la santé, scolaire et familiaux de collaborer ensemble pour la réussite éducative de l’enfant présentant une déficience, un problème de santé ou une difficulté scolaire. Ces auteurs notent que les intervenants des milieux de la santé et scolaire ont des expertises différentes. Or, certains intervenants stigmatisent ces différences comme sources des difficultés à collaborer. L’étude présentée dans cet article porte sur les besoins identifiés par des intervenants des commissions scolaires de l’Estrie et ceux du Centre de réadaptation de l’Estrie relativement à leur collaboration. L’analyse des propos des participants a permis non seulement de répertorier leurs besoins, mais également de proposer des pistes de solution.
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 | 0.002 | 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 | 0.001 | 0.001 |
| 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 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".