The role of Activities of Daily Living in the empowerment process of people with disabilities
Bibliographic record
Abstract
The conceptual model of disability is based on the expression of limitations of a person's individual functioning in a social context that clearly represents a disadvantage for the subject himself. The importance of social inclusion and the promotion of the autonomy of people with intellectual disabilities are two crucial aspects of the intervention and, at the same time, they are conceptually interconnected. This synergy makes it possible to understand the connection between both and the importance that each one represents in the lives of people with intellectual disabilities. In this way, generically, inclusion confers the notion of belonging, equality and responsibility towards the other elements and, in turn, autonomy confers freedom of choice and the satisfaction of a personal desire. This conceptual exploration work has as its central objective, to emphasize the importance of the existence of integrated intervention in terms of maintenance and training of Activities of Daily Living and their constituents in people with intellectual disabilities. It is concluded that the achievement of overcoming the difficulties of individuals with intellectual disabilities integrates individual involvement supported by their personal networks and the mobilization of society.
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.
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 | 0.002 | 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 | 0.000 | 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) | 0.000 | 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; a candidate call from one teacher head, 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".