Ways to be a person: How schools contribute to ‘making up’ intellectually disabled pupils
Bibliographic record
Abstract
How do ‘kinds’ of knowledge and practices existing within schools contribute to\n‘making up’ intellectually disabled pupils in relation to perspectives on inclusion?\nThis project departs from a micro-perspective on inclusion where the object of study is the\nprocesses that take place within educational institutions and between actors in the classrooms\nand other contexts at schools. Based on this, the dissertation aims to understand how\neducation contributes to ‘making up’ intellectually disabled pupils. Drawing on the theoretical\nworks of the Canadian philosopher Ian Hacking, this project discusses how produced\nknowledge, stereotypical assumptions, values, beliefs and so on that are implemented in the\ncategory ‘intellectual disability’ affect organisational practices, which in turn interact with the\nchildren classified as intellectually disabled and influence how they understand themselves\nand their surroundings.\nThe dissertation consists of three articles that are based on empirical data gathered from three\npupils diagnosed with intellectual disability. The three informants are each devoted their own\narticle. Individually the articles discuss different issues and themes related to different\ndimensions of inclusion, respectively: participation, fellowship, democracy and benefit. Based\non the mentioned perspectives on inclusion, the purpose of the articles is to discuss how\nintellectual disability as a category affects the surroundings attitudes, practices, assumptions,\nunderstandings and so on, which in turn provides certain descriptions from which the\nclassified pupils experience, behave and act.\nThe project argues that the beliefs and practices that pupils classified as intellectually disabled\nare subjected to in school play a major role in regards to the kind of person it is possible for\nthem to be. When education is organised based on beliefs that intellectual disability refers to\npupils that deviate from others, the descriptions available for them to interact with will also be\nof a deviant kind. On the other hand, if education provides descriptions related to high\nexpectations, ambitions and opportunities for all, the way in which it is possible to be a pupil\nfor children classified as intellectually disabled might thus resemble normalised descriptions\nsimilar to those available to their peers. Just as interacting with perspectives that consider\nintellectually disabled children as different or special might construct barriers relating to\nnormative standards of society, more socially oriented approaches to education might\ncontribute to deconstructing barriers for present and future participation.
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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 | 0.002 | 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 | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.001 |
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".