Agency through partnership in neurodiverse college learning communities
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
This article examines the work of creating collaborative learning partnerships that fully include students with intellectual disabilities. The article reviews the scholarship of partnership as a starting point in discussing learning environments that support students with significant intellectual disabilities—a group that has only recently been encouraged to enroll in colleges and universities. The authors—a faculty member and two former undergraduate mentors in the University Studies program at Portland State University—offer reflections on their time partnering as facilitators of courses that include students with intellectual disabilities. They then analyze those reflections in relation to the scholarship of partnership and special education. The article presents evidence that the partnership approach to learning is more fully realized through intentional investment in universal design for learning principles and extended support networks invested in collaboration and interpersonal relationship. These approaches effectively bring students with disabilities into the center of educational environments and maintain their agency in shaping their learning communities.
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.
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 | 0.001 | 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 it