Schools in Circles as a Form of Support for Families of Students with Intellectual Disabilities in the Community – Reflections of Teachers and Therapists
Bibliographic record
Abstract
Introduction: Schools in Circles is a proposal for informal support activities carried out in the family and school environment, involving students with intellectual disabilities and their families in the local community. It is based on the Circle of Support Model implemented in Poland since 2015 and the Canadian program “F-Words for Child Development” by the CanChild. Research Aim: The aim of the study was to explore how teachers and therapists of individuals with intellectual disabilities evaluate the actions of Schools in Circles and what experiences, concerns, and methods they have for optimizing activities related to its development. Method: Interpretative phenomenological analysis was used to examine the opinions and experiences of the participants. A focus interview was conducted with nine people actively participating in the School in the Circles in various institutions from northern and southern Poland. Results: The analysis allowed for the identification of four main themes: 1) the path to Schools in Circles – teachers’ and therapists’ own experiences in promoting and creating Circles of Support, 2) benefits of implementing the project for the student, family, school, and community, 3) concerns and threats to the project (issues with engagement from some staff and families, organizational problems), 4) methods for improving activities within Circles of Support. Conclusions: The participants recognize the significant potential and value of activities aimed at building and supporting social relationships in the immediate environment of children with intellectual disabilities, with the goal of creating a safe and friendly future. The results can be utilized by professionals working in educational institutions to improve collaboration with families of students with intellectual disabilities and to further develop the concept of Circles of Support during the school education stage.
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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 | 0.009 | 0.009 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.015 | 0.011 |
| Scholarly communication | 0.006 | 0.005 |
| Open science | 0.002 | 0.008 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.003 | 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".