The Effects of a School-Based Program on the Reported Self-Advocacy Knowledge of Students With Learning Disabilities
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
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.
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 | 0.024 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| 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