THE PERCEPTION OF SPECIAL EDUCATION TEACHERS TOWARDS PUPILS WITH DOWN SYNDROME
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
This study aimed to investigate the perception of special education teachers on the characteristics and problems of children with Down Syndrome. This study is a survey using a questionnaire which has 45 items administered to 50 teachers of special education. The study is adopting quantitative research concept. Data were analyzed using the Statistical Package for Social Sciences version 22.0 for descriptive window, which are to generate descriptive and inferential statistic. The finding have shown that learning a critical problem among children with Down Syndrome is a high level, exceeding the third quarter or 75 percent giving positive feedback. Overall, the finding clearly show that the positive feedback on the characteristics and problems of children with Down Syndrome. Also concluded that in order to teach children with Down Syndrome, a teacher needs to understand the characteristic and learning problems of students with Down syndrome before being able to improve the quality of special education services.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.011 | 0.003 |
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