Supporting First Nations students in First Nations schools: perspectives of Manitoba inclusive Indigenist educators
Bibliographic record
Abstract
Academic studies and publications related to inclusive education typically exclude the history, development, funding, and experiences related to the provision of special/inclusive education in First Nations schools and communities in Manitoba. The intersections of Critical Theory, more specifically Critical Race and Critical Disability Theory, provide convergence to ground this qualitative study. In this study I examine the experiences of Indigenous inclusive educators, clinicians and non-Indigenous allies in relation to the structural/systemic issues affecting learners in First Nations communities. I also investigate Indigenist perspective and practice on special/inclusive education. Documenting the experiences, insights, and recommendations of educators who work within Manitoba First Nations education is an important step in improving educational outcomes for First Nations students with and without dis/abilities and/or other special needs who attend schools in First Nations communities in Manitoba. The stories of strength and hope documented in this study reveal the tenacity and resilience of the Indigenous educators, Indigenous clinicians and non-indigenous allies who work within education systems within First Nations communities throughout Manitoba.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.022 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 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 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".