‘It is important to be involved’: social participation of autistic children and adolescents in mainstream schools
Bibliographic record
Abstract
Through the application of a Bourdieusian lens, this study aimed to contribute insight into social participation of autistic children and adolescents in mainstream schools in Iceland. The objectives were to (a) explore how autistic children and adolescents perceive their social participation in schools and (b) identify structures and processes that facilitate or hinder the children's and adolescents’ participation and social inclusion. Thirteen autistic children and adolescents were interviewed about their participation within different subfields of social relations such as the classroom, cafeteria and playground. The initial inductive analyses drew on Charmaz's constructive grounded theory approach. Then Bourdieu's theory of practice was applied to critically explore identified categories. We describe four categories that reflected processes and structures influencing the participants’ social participation in school: (1) defining and practicing friendships, (2) dealing with a non-accessible environment, (3) being bullied and (4) experiencing lack of social support. Our findings suggest that more focus needs to be directed to the structure and characteristics of different subfields and how they organise the social participation of autistic young people.
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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 | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.005 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| 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 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".