The Educational Inclusion of School Children with a Diagnosis of Autism Spectrum Disorder, Current Situation, Reflections and Challenges in Cuba
Bibliographic record
Abstract
Educational inclusion requires the improvement of the work carried out by teachers, specialists and families in order to meet the needs of children, adolescents and young people with Autism Spectrum Disorder (ASD). The comprehensive education given to these students with ASD based on the inclusive policies that are being developed is a great challenge, and when considering the high expectations of an educated population like Cuba’s. The purpose of this paper is to review the pedagogical work structured on a set of principles for ASD students. For this purpose, the application and continuous use of interaction techniques that are put into practice in daily life favor learning, socialization, adaptation of their behaviors, social interrelations, and knowledge of the environment of the children with ASD. The intensity and long duration of the interventions, the cooperative intervention, precocity, the ecological principle, priority to communication and socialization, the multisensory principle, and the use of alternative facilitating systems and individualization during intervention can become guidelines for the pedagogical work the ASD learners.
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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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| 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".