6.format.hum Review Of International Trends Of Inclusive Education ( 1)
Bibliographic record
Abstract
This paper attempts to present a review of international trends in inclusive education of children with disability highlighting the status of inclusive education in India. To start with, conceptualization of inclusive education is presented explicating micro and micro exclusion and pseudo inclusion followed up by explaining the concept of ableism that underpins these processes of exclusion. This conceptualization is continued with the major features of inclusive practices in Australia, USA, UK, Italy, Finland and Canada culled out from an extensive literature review. These features include, funding approach to inclusive education, the process of identification of students with disability, inclusive practices followed, parental involvement, curricular adaptations and the prevalent models of educational settings. A capture of the similarities across these countries, highlighting certain special features is presented as a closure of the analysis of practice in these countries. The Indian scenario is presented in continuation to this consolidation sketching a brief picture of the efforts in the direction of inclusive education, analyzing the key challenges in our path of achieving an inclusive education.
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.
How this classification was reachedexpand
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.728 | 0.001 |
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; both teacher heads agree on what is shown here.
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".