Sexuality education for disabled children and youth in Ontario, Canada: Addressing epistemic injustice through school‐based sexuality education
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
Abstract While conversations pertaining to school‐based sexuality education are becoming more prominent, the experiences of disabled children and youth are still under‐discussed in research. Despite disabled childhood studies emerging as a field of inquiry, there is still a lack of critical conversation pertaining to disabled students' sexuality education within their respective schooling. This article draws from Fricker's theory of epistemic injustice to describe some of the ethical questions that arise in the denial of disabled children and youth's access to sexuality education in school contexts. By engaging with relevant literature on sexuality education and disabled students in schooling, this article puts forward that the continual exclusion of disabled students from accessing school‐based sexuality education promotes a form of epistemic injustice and silencing of the voices, perspectives and experiences of disabled students.
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 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) | 0.000 | 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 it