Conversations from the Margins: Disability and the Path to Inclusion
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
This perspectives piece offers an exploration of the daily lives of people with disabilities living in Quebec, through a series of personal accounts. More than just an academic analysis, it serves as an invitation to reflect on the role of disability in our society, the fragility of existence, and the strength that emerges from it. By highlighting the voices of those often reduced to study subjects (Guenther, 2009), this perspectives piece reclaims their humanity and advocates for the (re)introduction of real voices and bodies in social research (Edwards, 2020), essential to our human essence, as narrative shapes and gives meaning to human actions (Sarbin, 1986). The testimonies of Camelia, Wilbur, and Henry (pseudonyms) illustrate the complexity of living through migration and social isolation, employment discrimination, and the struggle against overwhelming medical diagnoses. Their stories reveal both the harshness of their reality and the beauty of everyday life, where resilience and hope are woven into the fabric of their days. Through their journeys, the piece reminds us that inclusion goes beyond physical accessibility, engaging social bonds, and mutual recognition. Keywords: Disability, Daily Life, Inclusion, Resilience, Testimonials
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 | 0.002 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.025 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| 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 it