Inclusive Classrooms for Students with Internalized Disorders: Teachers’ Perspectives and Practices
Bibliographic record
Abstract
This qualitative study examines the experiences and perspectives of two teachers who use inclusive teaching strategies to support their students who have internalized disorders such as anxiety and obsessive-compulsive disorder. The findings in this study, generated through two 45-minute interviews, are presented in two case studies. The case studies examine community, fostering inclusion, support for teachers and parents as partners. The findings suggest that both teachers have limited formal education and training on the topic of internalized disorders but use many strategies to help meet the academic, social, and emotional needs of these students. These two teachers rely on their own understandings of inclusive practices and on professional and personal communities for further advice in this area. Both participants believed strongly in the connection between good mental health and successful academic achievement, thus necessitating an increased focus on student mental health. The findings of this research corresponded with the existing literature.
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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 | 0.004 | 0.012 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.011 | 0.008 |
| Scholarly communication | 0.005 | 0.003 |
| Open science | 0.002 | 0.010 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.003 | 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".