Connecting the Dots: Inclusive Education in Canada and Trinidad and Tobago
Bibliographic record
Abstract
This study examined the inclusive education literature focused on Canada's inclusive practices and policies that supported those in Trinidad and Tobago. The review is organized into three themes: The definition of inclusion and its development, education system and policies, and changes to schools and the classroom environment. This literature review was drafted after consulting the Preferred Reporting Items for Systematic Reviews and Meta-analysis Protocols (PRISMA-ScR) (Arksey & O'Malley, 2005). This 22-item document on the PRISMA: Transparent Reporting of Systematic Reviews and Meta-Analyses website was constructed and revised by an international panel of specialists conducting scoping reviews (Tricco et al., 2018). Findings from the scoping review revealed emerging evidence of Canada's influence on inclusive education in Trinidad and Tobago, which has resulted in a recognition of increased tertiary-level resources for systemic improvement. This literature review also identified issues concerning inclusive education in general and gaps in the literature.
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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 | 0.009 | 0.022 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.006 | 0.012 |
| Science and technology studies | 0.008 | 0.004 |
| Scholarly communication | 0.008 | 0.004 |
| Open science | 0.002 | 0.006 |
| 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".