The Mental Well-being of Children with Disabilities in the General Education Classroom - Social Inclusion and Self-concept
Bibliographic record
Abstract
This study examined the mental well-being of children with developmental disabilities (DD) who were enrolled in the general education classrooms. Mental well-being was indicated by social inclusion and self-concept. Of a group of 1,138 students (enrolled in grades 3–7), 120 with diagnosed disabilities were compared with the equal number of randomly selected nondisabled peers from the group. The participants were administered children’s scales measuring social inclusion and self-concept. The results found that children with disabilities experienced greater social distance from peers and were chosen less often by their peers to be playmates and workmates but were more often selected to be the recipients of assistance. However, these children scored lower than their nondisabled peers on only 2 of 6 domains of the measured self-concept. The results have extended research on the social development of children with disabilities, especially initiating research focusing on positive development, such as mental well-being, instead of negative mental disorders. The results suggest the need for the provision of more support for children with disabilities and for further research aimed at improving the social well-being, especially social inclusion, of children with disabilities.
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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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| 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 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".