Inclusive Education as Exclusive Practice: One Parent’s Experience Advocating for Children with Fetal Alcohol Spectrum Disorders Within the School System
Bibliographic record
Abstract
Fetal alcohol spectrum disorder (FASD) is a significant cause of cognitive and developmental disability among children in Canada, with accompanying lifelong risks to independent living. Previous studies have called for improved home–school collaboration to support children with FASD, but barriers remain for parents seeking collaborative involvement. Using a narrative approach, this article presents one parent’s experiences advocating for children with FASD within a school system in central Canada. Emerging narrative themes were schools’ lack of knowledge and awareness of FASD, the difficulty of choosing a school or program, and the importance of listening to parents and families. Within the context of previous findings, this parent’s narrative confirms and makes urgent key areas of need for improved support of children with FASD. These include improved training for teachers and administrators, flexible accommodations including specialized environments when needed, and above all an active commitment to trusting collaborations and encouragement of parental involvement.
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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 | 0.003 | 0.010 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.016 | 0.007 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.002 | 0.006 |
| Research integrity | 0.003 | 0.005 |
| Insufficient payload (model declined to judge) | 0.002 | 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".