Moving the Needle on Ableism: From Higher Education Access to Inclusion
Bibliographic record
Abstract
Legislation in recent decades, such as the Canadian Charter of Rights and Freedom (1982) and the Ontario Human Rights Code (1962), have increased access to postsecondary education for diverse student populations; however, many students still face identity-based marginalization. While safety and inclusion are presented as foundational for learning, the experiences of disabled students suggest a hostile environment where access does not equate to a sense of belonging and safety may not even be guaranteed. As students’ sense of belonging impacts their willingness to get involved at their institution, inclusion is critical to the success outcomes of students with disabilities. I argue that meaningful inclusion requires universal access and intentional opportunities for participation by people who are historically excluded on the basis of disability and other intersectional identities, which must be preceded by increased awareness of the issues facing these students and collaboration among institutional actors to address them.
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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 | 0.014 | 0.015 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.017 | 0.120 |
| Scholarly communication | 0.023 | 0.028 |
| Open science | 0.002 | 0.033 |
| Research integrity | 0.010 | 0.016 |
| Insufficient payload (model declined to judge) | 0.007 | 0.001 |
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".