Special Education Instruction in the Jewish Ultra Orthodox and Hassidic Communities in Toronto
Bibliographic record
Abstract
The purpose of the present study was to examine the state of special education programs in selected Jewish Ultra Orthodox (Haredi) community schools in the Greater Toronto Area (GTA), and the attitudes and perceptions about special education of the Melamdim (rabbis/teachers) teaching in those schools. A Special Education course, modeled on OISE’s additional qualification program available to in-service teachers in the public sector, was administrated to 28 Melamdim. Throughout the 12 weeks, course data was collected through observations and dialogues with course participants. The impact of the special education course on classroom practices by those who engaged in the course was also assessed. In addition, a collection of pre-course and post-course data from participants (Melamdim) on attitudes and perceptions in regards to special education through a self-administrated questionnaire, took place. Four additional questionnaires were administered, examining demographic characteristics, general attitudes and behaviors, and well-being. Finally, a pre-selected group of 8 Melalmdim was interviewed as representatives of their home school and the denomination of Judaism they belong to. The results showed significant changes in attitudes of Melamdim toward the inclusion of students with Learning Disabilities (LD in regular classrooms. In addition, the positive change in attitudes could be attributed to the special education course in which participants engaged. During in-class observations changes to the Melamdim’s own practice was recorded.
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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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 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 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".