The impact of microboards on social and community inclusion of adults with intellectual and developmental disabilities: “To not just exist, but to truly live”
Bibliographic record
Abstract
Social relationships and community networks have received significant attention for enhancing positive quality of life and inclusion among people with intellectual and developmental disabilities. One community-based initiative that has the potential to promote and strengthen community inclusion of people with intellectual and developmental disabilities is through a MicroboardTM. Utilizing a qualitative descriptive approach, this study explored the experiences of people involved in microboards to learn if and how microboards may influence and strengthen social and community connections. In-depth, semi-structured interviews were conducted with 23 participants involved in microboards in British Columbia, Canada; and data were analysed using thematic analysis. The findings suggest three key roles of microboards including being (i) person-centered, (ii) empowering, and (iii) facilitating collective participation. These key roles and ways to enhance them are important to consider for initiatives designed to strengthen positive social connections and community inclusion outcomes for people with intellectual and developmental disabilities.
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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 | 0.004 | 0.054 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.003 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| 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; both teacher heads agree on what is shown here.
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".