Writing Skills of Hearing-Impaired Students Who Benefit from Support Services at Public Schools in Turkey
Bibliographic record
Abstract
Support services provide an essential role for hearing-impaired students attending public schools, in terms ofimproving their language and academic skills. In this study, the writing skills of hearing-impaired students enrolled inpublic schools were evaluated, and the relationship between the writing scores, audiological variables and educationalvariables were examined. Seventeen students, who were enrolled in in the primary and middle school classes of publicschools and benefited from the support services, participated in this study. The results of the study indicated that themean writing score of the students was 68.35 out of 100. It was determined that there is a relationship between the ageof first hearing aid and the duration of preschool education. According to the results of the study, it can be stated thathearing-impaired students enrolled in public schools benefit from the support services designed according to theirindividual needs, along with early exposition to implant and early inclusion in education.
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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 | 0.001 |
| Open science | 0.001 | 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".