Understanding the manifestations and impacts of ableism in school transportation: a scoping review
Bibliographic record
Abstract
School transportation services are often essential to disabled children's education access. The organisation of school bussing affects their experiences of inclusion and exclusion in educational settings. Disability is often overlooked in active school travel and children's independent mobility research, underscoring the need to examine ableism in school transportation services. This scoping review considers manifestations of ableism in school transportation studies. Findings highlight ableist school transportation elements that families of disabled students experience, such as inadequate educational programming, limited transportation availability, poor transportation service quality and scheduling, and inaccessible schoolyard designs. These issues contribute to inequitable psychological, financial, and administrative burdens for families of disabled students. Scholars are encouraged to explicitly identify and interrogate ableism in future research by employing critical theoretical frameworks that help to recognise and challenge the normalised exclusions it causes in school transportation. Further research is needed to evaluate policies and processes that schools, school boards, and student transportation service providers use to ensure accessible transportation for disabled students.
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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 | 0.005 | 0.020 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.003 |
| Bibliometrics | 0.008 | 0.010 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.002 | 0.001 |
| 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".