Inclusive Schooling for Students with Disabilities: Redefining Dialogues of Diversity and Disability in the Canadian (Alberta) Agenda
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
Inclusive education for students with disabilities is beset by foundational problems often related to conflicting definitions. UNESCO, a lead agency, speaks to accommodating diversity; a parallel conversation is preoccupied with disability. This paper is situated at the intersection of diversity, disability, and inclusive schooling. It focuses on the present tendency to conflate disability with diversity to conform with UNESCO’s version of inclusive schooling. As a case study, we use the Canadian province of Alberta where a recent set of proposals aimed at reforming special education rebranded disability as diversity and promised inclusive schooling as a solution to mounting diversity in the schools. We explicitly argue that Alberta’s sustained muddle of intent related to inclusive schooling arises, at least in part, from efforts to follow UNESCO’s broad prescriptions and assimilate disability into diversity. Misassumptions about the uniqueness of disability relative to other forms of diversity and difference have spilled over to blanket disability and diminish the importance of schooling for those disabled in the political space. Implicitly, the data are generalizable to other countries pursuing an inclusive agenda, particularly those in Europe.
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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 | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it