The Impact of Teaching Academic Education Course of Children with Special Needs in the Ordinary Schools on Students’ Attitudes toward Inclusion of Disabled Children
Why this work is in the frame
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Bibliographic record
Abstract
The present study aimed at identifying the attitudes of the teacher student towards including students withspecial needs with the ordinary ones. Also, to determine whether there are statistically significant differencesbetween students who have studied the academic education course of children with special needs in the ordinaryschools and the students who have not studied this course in the Department of Special Education, MajmaahUniversity for the academic year 1433 – 1432 A H . The study concluded that there are statistically significantdifferences between the children of the fifth level who have studied the academic education course of childrenwith special needs in the ordinary schools and the children of the fourth level who have not studied this academiccourse. Also, the study concluded that both of the students of Level IV and V have a positive attitudes towardsinclusion of disabled students in the ordinary schools.
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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 | 0.003 | 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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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