An Antipodean/Northern Lights Tale: The Role and Place of Mentorships for Young Adults with Blindness and Low Vision in Australia and Canada
Bibliographic record
Abstract
Mentoring relationships have been noted as demonstrably effective in helping young people develop skills, knowledge, and motivation to successfully navigate the transition from high school to adult life. In particular, positive role models are essential for guiding young people to navigate the lived experience of disability as well as improving academic attendance and school performance. Mentorship in the context of blindness and low vision (BLV) is, however, not well studied. This presentation explores the experiences of mentorship within two distinct groups: school-aged children with blindness and low vision (BVL) in Australia and working-aged individuals in Canada. Qualitative data was collected from semi-structured individualised interviews regarding the experiences, understanding, and valuing of mentorship within these two groups. The results indicate the importance of informal role models and formal mentorship within the lives of participants throughout their schooling and work life and how these become more refined and specific over time. A conceptual framework for developing mentoring opportunities for young people with blindness and low vision developed by the authors is presented.
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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 | 0.003 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.018 | 0.004 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 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".