A profile of students with special needs who transitioned between Government of Alberta disability programs
Bibliographic record
Abstract
The child to adult transition can be especially challenging for youth with disabilities. This report examined special needs service use patterns of Albertans with disabilities (15 to 23 years old) when they transitioned from child to adult disability supports during 2005/06 to 2010/11. Analyses focused on transition pathways between two support programs for youth with disability in Alberta: child disability supports (the Family Support for Children with Disabilities program) and adult disability supports (the Persons with Developmental Disabilities program). This report found that 6% of Albertan students with special needs received child disability services at some point between 2005/06 and 2008/09, 55% of whom (the majority of which had multiple disabilities) later transitioned to adult disability services at some point between 2005/06 and 2010/11. In contrast, 3% of non-child disability support students transitioned to adult disability supports in the same period. This report also found that special needs students with different transition patterns had different service use patterns. These findings provide policy-relevant evidence that service providers can use to improve transitions for youth with disabilities.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 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) | 0.009 | 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".