The inner self-narratives and academic self-perceptions of those with learning disabilities in post-secondary settings
Bibliographic record
Abstract
The purpose of this study was to explore the various disabled identities of those with learning disabilities in higher educational settings, and its impact on academic self-worth. The majority of scholarship has essentialized both disabled identity and academic self-perception, fostering the victimization of those with learning disabilities in the pursuit of their education. This study problematized the medical model, viewing disability as an internal and fixed identity, negatively implicating self-worth. In contrast, this study incorporated a critical disability theory, to highlight the social construction of disability, complimented with a postmodernist lens to appreciate the fluidity of identity and perceptions. A narrative methodological approach was utilized to give voice to the experiences and stories of five self-identifying learning disabled students from Ryerson University. The findings of this research suggest that learning disabled student relate to three different types of disability narratives or identities, implicating their academic worth in many ways.
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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 | 0.004 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.008 | 0.010 |
| Scholarly communication | 0.007 | 0.004 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 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".