Bibliographic record
Abstract
A Eurocentric, hegemonic, dominant discourse centered on whiteness is unconsciously prevalent in most Ontario classrooms. This chapter examines the alternative curriculum taught in a self-contained special education class for students with developmental disabilities in a large urban school board in southern Ontario, Canada. This chapter explores and troubles the alternative curriculum that guides teaching and learning in this class, identifying a Eurocentric and white supremacist agenda wherein lessons often lack connection and relevance to students’ upbringing and culture. A teacher in this program, the author critically reflects on the teacher’s use of familiar and convenient lessons year after year without consideration of the students’ background, traditions, or identity. This chapter argues that a lack of continuity between school and home creates barriers for autistic children regarding their ability to create meaning and understanding in their learning. Without this consistency, special education students may encounter difficulty in grasping the concepts taught, which can impede in their overall learning and understanding. To bring meaning to what these students learn in class through the alternative curriculum, teachers need to be reflective of their practice and intentional in lesson planning, and culturally relevant and culturally sustaining pedagogy must be implemented for this change to happen.
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 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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.010 |
| Scholarly communication | 0.005 | 0.003 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.005 | 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".