The beginning of the end of the great confinement: Institutional scandals and inquiries in the immediate post‐world war II era
Bibliographic record
Abstract
Abstract Background The immediate post‐world war II era was a critical turning point in the history of learning disability in the United Kingdom and much of the global north. Most notably the gradual move away from institutional provision to a community‐oriented approach. While many diverse threads contributed to this change, a key influence was the slow, and incomplete, recognition that institutional provision was not an acceptable option. From the mid 1950s onward a number of commissions and inquiries considered the question of institutions both generally and in response to specific incidents and scandals. This paper traces the history and influence of this early discourse in the third quarter of the 20th century and locates it within the long history of scandals and abuse. Methods Methods included a review of original documents from the period along with scholarly and grey literature review. Findings and Conclusions The recurring scandals and public outcry that surrounded the long‐stay institutions of this period was a pivotal piece in spurring the move away from institutions towards community care. While significant progress was made deinstitutionalization remains a work in progress and institutions remain remarkably resilient despite a long and consistent history of failure.
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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 | 0.004 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.005 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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; both teacher heads agree on what is shown here.
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".