Inclusion of People With Disabilities in Public Transportation: A Case-Study Analysis of Canada and U.S. Policies
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
Public transportation is fundamental for people with disabilities to access meaningful opportunities. However, their access to public transit is still limited, partly due to the policies establishing the accessibility requirements of public transportation services. We conducted a policy scan analysis of the local, provincial/state, and federal public transportation policies in Canada and the United States. With this scan, we analyzed the policies’ aims, the definition of disabilities, and the content of those policies. The policy analysis revealed that the definition of disability was inconsistent across jurisdictions, creating a discrepancy between those who have access to accessible transport and those who do not. The analysis also showed that policies in the United States and Canada mainly focused on the built environment, the adaptations of vehicles, and the provision of services. In contrast, only a few policies covered social accessibility, such as interaction with the staff, which underscores a significant policy gap and suggests the need for more training requirements in the policies. Funding to transport agencies for people with disabilities was also a missing piece highlighted in this comparative analysis, particularly in Canada. Policymakers need to develop funding mechanisms to ensure a better implementation of accessibility in services and infrastructure.
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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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.003 |
| Science and technology studies | 0.000 | 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