Perspectives of Teachers Towards Students with Diverse Disability: A Case of Special School in Kailali District
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
Working with differently able children in the classroom is challenging in under-resourced contexts for Nepal teachers. This study explores teachers’ perceptions toward managing the diversity of the students in terms of disability, teaching-learning activities, assessment practices, and interpersonal skills in a special school. This qualitative study adopts a case study design. In-depth Interviews, focus group discussions (FGD), and participant observation were the major methods for data collection. Six teachers (three ordinary and three with disability) for FGD and two key informants (head teacher and chairperson) were selected purposively for in-depth Interviews from a special school located at Attariya in Kailali district. The study shows that teachers have positive perceptions toward disabilities, especially teachers with disability. Teachers have invested efforts in managing diversity in instruction and in assessment; however, it is challenging due to the traditional approach of teaching and evaluation, lack of training and resources, and the gap between policies and practices. The study further indicates that teachers’ positive perceptions and extracurricular activities are crucial for developing students’ interpersonal skills.
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.
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 | 0.000 | 0.000 |
| 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