"I seemed to understand": Mothers' Experiences of the Schooling of Their Children with Multiple Disabilities
Bibliographic record
Abstract
Mothers of children with multiple disabilities have unique and important things to tell us about their children's schooling. In this work, the overarching question asks: How do the mothers of children with multiple disabilities narrate their experiences with their children's schooling, and what insights can their stories provide? Within a feminist framework that acknowledges participating mothers as “expert witnesses” (Traustadottir, 1991, p. 216) with important insights, this study employs a hermeneutic-phenomenological approach to develop the themes that, taken together, can be said to describe these participants' experiences. Four mothers of children with multiple disabilities were interviewed in an open-ended qualitative manner, and their experiences are thematized in this thesis. It is my hope that the stories so generously offered by the participants, and the themes which arise from them, can play a part in guiding those involved in the education of students with multiple disabilities, in changing our practice and policies in order to truly include children with disabilities and their caregivers in our schools.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.016 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.013 | 0.013 |
| Scholarly communication | 0.005 | 0.005 |
| Open science | 0.002 | 0.007 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.002 | 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 source (direct Gemma or distilled Codex), 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".