Critical Windows: Perspectives of Parents of Children and Youth with Special Educational Needs Regarding Social Wellbeing During COVID19
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
In the spring of 2020, schools across the globe closed as a public health measure to address the growing COVID-19 pandemic. For children and youth with special educational needs (SEN) who rely on specific additional supports and services, and who were more likely than their peers to experience a lack of school success even before COVID-19, gaps in academic and social development are likely to be magnified. The current study explored the perspectives of 36 Canadian parents of children and youth with SEN regarding the impact of COVID-19 on social wellbeing during the first wave in the spring of 2020. Thematic analysis was conducted of the in-depth interviews, and two key narratives were created in order to tell the stories of families. These narratives provide evidence of the five major themes that were identified, namely: a) pathways to friends, b) isolated and disconnected, c) developmental concerns, d) siblings as peer proxies, and e) role of schools. We discuss these themes in relation to the growing body of research documenting the impacts of COVID-19 on the social lives of children and youth.
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 | 0.000 | 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 | 0.000 | 0.001 |
| 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