“Run Away From the Crazy Diaper Boy”: Parental and Professional Perspectives on Social Inclusion for Children With Disabilities
Bibliographic record
Abstract
ABSTRACT Social inclusion is an approach to practice where all children enjoy a sense of belonging in their communities. For children with disabilities, positive social experiences are often elusive and difficult to achieve and shaped by powerful structural factors that sustain and perpetuate oppression, stigma, and discrimination. Rooted in disability justice and disabled childhood studies scholarship, this qualitative study employed a hermeneutic, interpretive phenomenological approach to explore adult perspectives on childhood disability and social inclusion. Interviews were conducted with parents of children with disabilities ( n = 10), and professionals ( n = 23) comprised of early childhood educators and social service providers. Analysis revealed a complex narrative of unmet expectations, loss, and disillusionment with inclusive policies and practices. Participants offered recommendations to counter exclusionary outcomes. Policies and practices designed to promote social inclusion of children with disabilities often fail to achieve the desired outcomes. Acknowledging the rights of children with disabilities to be heard on these issues can begin to attenuate the persistent challenges associated with social inclusion.
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.
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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.016 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.023 |
| Research integrity | 0.000 | 0.001 |
| 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".