The Inclusion of Students with Intellectual Disabilities: Parent Perspectives
Bibliographic record
Abstract
As school boards across Ontario, Canada continue to transition their special education placements from segregated to inclusive settings, research examining these experiences becomes increasingly important. Based on data from three Ontario-based research projects, this paper will examine the practices and experiences of inclusive education, with a focus on the voice of the parents. The first study is based in one fully inclusive mid-sized school board in Ontario. Surveys were conducted with a variety of stakeholders, including 22 parental interviews. The second study focused solely on the parental voice: 280 surveys and 33 interviews were conducted with parents from different school boards across Ontario about their experiences in both segregated and inclusive classrooms. The third study is a mixed-methods research project examining a school board in transition to inclusive service delivery, where various stakeholders were interviewed about the realities of inclusion, including 12 parents. This paper will discuss the perspectives and experiences of these parents from a critical theory lens as they pertain to current issues with normative beliefs in schools across Ontario. Recommendations for school personnel, policy makers and families will be made with regard to the implications of current special education service delivery in Ontario.
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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".