Fostering inclusive futures: Advancing equity in education policy making for refugee students with 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
The study critically examines federal immigration and K-12 education policies in British Columbia to determine the extent to which the established provisions cater to the needs of students at the intersection of refugee protection and disability in Canada. Seeking to promote access and educational equity for multiply marginalized students, this critical policy analysis investigates two aspects: (a) how provincial K-12 education policies position refugee students with disabilities (RSWDs), considering the broader federal immigration policy discourse in Canada; and (b) the extent to which these policies address the intersectional experiences and needs of RSWDs. The study places a dual focus on the experiences of disability and forced migration, employing intersectionality and Fraser’s social justice frameworks, and a socio-legal approach to policy analysis. The findings reveal that, although policies acknowledge that students may have refugee or disability experiences, there is a lack of understanding about the deep variance in the availability and quality of services for RSWDs. These gaps are further entrenched by a neoliberal, expert-driven, and deficit-oriented approach to the provision of services. Thus, the study prompts a dialogue to be taken up about the potential perpetuation of inequities through presumed inclusive frameworks designed to manage individual differences in schools.
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 | 0.000 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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