CANADIAN TEACHERS' ASSOCIATIONS AND THE INCLUSIVE MOVEMENT FOR STUDENTS WITH SPECIAL NEEDS
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
During the1980s Canadian teachers ‘ associations became deeply immersed in the reform movement that called for the inclusion of students with special needs into general classrooms. Associations raised issues surrounding inclusive schooling, particularly in regard to the conditions of teaching and learning. As inclusion evolved into a dominant paradigm for schooling, the associations assumed more positive and conciliatory stances. To illustrate the manner in which Canadian teachers ‘ associations confronted the inclusive schooling policy, this paper discusses common overlapping elements found in their collective dialogue surrounding three major themes –- implementation, funding and supports, and professional development. It considers initial association responses and gradual shifts in stances by many associations as they increasingly supported inclusive schooling and assimilated its concepts under the banners of teacher professionalism and social justice. The 1980s heralded a remarkable commitment to inclusive schooling for students with special needs. The philosophical assumptions and discourses that underlay the inclusive movement focused on social justice, civil rights, and equity, and differed fundamentally from traditional conceptions of exceptionality and special education. Government intervention was intense and sustained: many jurisdictions acted to form statutory and operational frameworks to define and facilitate special services within an inclusive framework. The ensuing legislation and policies diminished the line between general and special education and broadened the responsibilities of general classroom teachers. However, meaningful reform cannot be achieved without ownership by the teachers who are called upon to implement the changes and by the associations that represent their collective
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| 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 it