Teacher Experience with Autistic Students and the Relationship with Teacher Self-Efficacy
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Autism spectrum disorder (ASD) is a developmental disorder characterized by challenges in social communicative skills and repetitive and restricted behaviours and activities. In recent years there has been an increased integration of autistic students into mainstream classrooms in Canada alongside policy necessitating inclusive teaching practices. Teachers of these inclusive classrooms, however, report being underprepared to address the learning and behavioural needs of autistic students. Many teachers have stated that they are unable to provide effective instruction that benefits all students due to a lack of practical experience teaching autistic students in their teaching program. A teacher’s lack of experience results in an inability to facilitate an effective inclusive classroom environment, which in turn has negative consequences on their self-efficacy and future implementation of inclusive teaching strategies. Low teacher self-efficacy may undermine a teacher’s propensity to provide an inclusive environment, which is further reinforced when they are unable to accommodate autistic students. Recommendations for pre-service and in-service teachers are discussed in consideration of the reciprocal relationship between teacher self-efficacy and the academic outcomes for autistic students.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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 it