School-based friendships among students with special educational needs. ESRI Research Bulletin 2017/11
Bibliographic record
Abstract
Inclusive education is a key goal of education systems worldwide with much of the policy emphasis on educating children with special educational needs in mainstream schools. Part of the human rights agenda, the principle of inclusive education argues that any form of segregation for students is morally wrong. Ireland has lagged behind other countries in implementing inclusive education policies, although this has begun to change over the last decade. The Education for Persons with Special Educational Needs (EPSEN) Act (2004) was a landmark document. It emphasises the need for students with special educational needs to be educated alongside their peers in mainstream settings. Since its publication, the profile of mainstream primary classrooms has changed with over a quarter of children having some form of additional need. Despite these changes, many caution against simply physically including children with special educational needs in mainstream settings and stress the need for genuine inclusion with meaningful social participation. Previous research has shown that positive peer relations can affect not only the wellbeing of the child but also their academic outcomes.
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) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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 teacher head, 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".