Increasing Skills of Inclusive Elementary Classroom Teachers in Handling Children with Learning Disabilities
Bibliographic record
Abstract
The general purpose of the research is to make a handling model of the children with learning disabilities based on teaching accommodations and modification collaborating with researchers from Chiang Mai University, Thailand. The specific purposes of the research are: 1) Dissemination and implementation Model of Learning Accomodation and Modification for students with Learning Disabilities 2) To increase skills of the inclusive elementary classroom teachers in handling the children with learning disabilities. The research is a part of research development of handling the children with learning disabilities model based on teaching accommodations and modification which adapted from a development model by Borg and Gall (2003). Subject of research: teachers and students in elementary schools in Yogyakarta Special Province, Prembun Central Java, Ngawi East Java, Indonesia. Data collection techniques had done by tests, questioners, observations, interviews, documentations. Data Analysis had done by description analysis. The research’s finding can be presented as follows: The third year research had done dissemination and implementation through socialization, training, workshop and mentoring: (1) Handling children with learning disabilities is still not implemented adequately; (2) Perceptions and expectations of teachers to the problems of handling children with learning disabilities tends to be negative, hence the need for guidelines on the application of teaching accommodation and modification for children with learning disabilities; (3) the skills of inclusive elementary classroom teachers on handling the children with learning disabilities had increased through socialization, training, workshop and mentoring.
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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 | 0.002 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| 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".