The Effects of a School-Based Program on the Reported Self-Advocacy Knowledge of Students With Learning Disabilities
Bibliographic record
Abstract
A school-based study examined self-reported self-advocacy knowledge of middle school students with learning disabilities (LD). Children with LD are vulnerable to experiencing psychosocial and academic problems. Self-advocacy is a protective factor as students with LD enter middle and high school, comprising knowledge of one’s learning strengths and LD; awareness of one’s rights and responsibilities; awareness of accommodations needed; and ability to communicate one’s learning needs and required accommodations. The students reported increasing their ability to advocate for themselves. Results underscore the importance of adults such as teachers and parents discussing LD and associated issues with children and youth.Une étude en milieu scolaire a examiné les perceptions qu’avaient des élèves à l’école intermédiaire ayant des troubles d’apprentissage par rapport à leur autonomie sociale. Ces élèves sont à risque de souffrir de problèmes psychosociaux et académiques. L’autonomie sociale constitue un facteur de protection quand les élèves ayant des troubles d’apprentissage commencent l’école intermédiaire ou secondaire. Elle implique la connaissance de ses forces académiques et de ses troubles d’apprentissage; la conscience de ses droits et ses responsabilités; la conscience des accommodations nécessaires; et la capacité de faire connaître ses besoins en matière d’apprentissage et d’accommodations. Les élèves ont indiqué qu’ils se sentaient mieux en mesure de se défendre. Les résultats soulignent l’importance pour les adultes comme les enseignants et les parents de discuter de troubles d’apprentissage et d’enjeux qui s’y rattachent avec les enfants et les jeunes.
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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 | 0.001 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 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".