Understanding the manifestations and impacts of ableism in school transportation: a scoping review
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
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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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 | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.003 | 0.001 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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