Inclusive Education in Mauritius and Ontario, Canada: An Exploration of Policies and Practices
Bibliographic record
Abstract
In this study, we examine inclusive education policies and practices in Mauritius and Ontario, Canada, through a comparative-case-study framework. We assess how policies are experienced by students with disabilities and consider the roles of various stakeholders in implementing these policies. Our research adopts a phenomenological case-study approach, focusing on the personal experiences of six students with different disabilities, supplemented by insights from four parents through interviews and focus-group discussions. The findings revealed a spectrum of experiences influenced by the presence of supportive environments, the availability of individual education plans, and the need for adapted materials and technology. Despite the commitment to inclusive education in both regions, gaps existed in policy awareness and application, suggesting a need for more informed and consistent practice. This study contributes to understanding the lived realities of students with disabilities and underscores the importance of multi-faceted support systems for effective inclusive education.
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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 | 0.001 | 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 | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 teacher head, 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".