A creative non-fiction account of autistic youth integrated physical education experiences
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
In the United States (US), the drive to integrate, or mainstream, disabled students into the same educational settings as their non-disabled peers has resulted in disparate opportunities and experiences. With that, more autistic youth than ever before are expected to assimilate into systems that are often not considerate of their needs and capabilities. We use a creative non-fiction narrative, crafted from qualitative interview data generated with eight autistic youth from the US, to explore subjective feelings of inclusion in integrated physical education contexts. Through Caleb’s story, we explore the complexity of relationships and interactions between autistic youth and their peers and teachers in physical education, and how they may influence the ways and extent to which autistic youth experience feelings of belonging, value and acceptance in physical education spaces. We also consider the role of teacher expectations, curriculum decisions and pedagogical actions in shaping the PE experiences of autistic students. Points of interestThis research explores autistic youths’ perspectives about their experiences in integrated PE contexts in the US and the inclusiveness of those experiences.Findings are presented in a story about Caleb, which shows what challenges within integrated physical education classes may look like from the perspective of autistic youth.Some autistic youth may experience challenges with the hyper-competitive culture often present in integrated physical education classes. Physical educators, like Mr. Jones, can exacerbate these challenges in physical education, perhaps unintentionally, by fostering competitive and physically aggressive behaviors.Caleb’s story highlights often unnoticed repercussions of being dumped into an integrated context, which include the (lack of) meaning he finds in his engagement in activities and (lack of) sense of belonging, acceptance, and value he finds in his overall experiences.
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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 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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