Identifying barriers in access to postsecondary education among students with disabilities
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
Despite many countries being signatories to human rights treaties, such as the United Nations Convention on the Rights of Persons with Disabilities, which emphasises equity, diversity, inclusion, and access for all individuals, there remains an underrepresentation of students with disabilities in higher education. This Master of Research aims to identify barriers in access to postsecondary education among students with disabilities. To achieve this, I undertook a systematic literature review of evidence in the field. Forty-six studies were included in the review. The majority of the studies (33) were carried out in the United States, followed by the United Kingdom (5) and Ireland (3). Single studies were conducted in Canada, Belgium, Sweden, Australia, and Spain. Of the total number of studies analysed, it was found that 37 utilised a qualitative design, followed by seven that used a mixed-method approach and two studies employed a quantitative methodology. Thematic analysis revealed seven recurring themes of barriers encountered by students with disabilities during their transition from secondary to postsecondary education. These themes comprised Personal and Psychological Barriers, Family Influence and Background, Financial Challenges, Educational and Institutional Barriers, Social Stigma and Discrimination, Institutional and Policy Barriers, and Accessibility and Accommodation Challenges. The findings have significant implications for both policy and practice, particularly for education policy. Additionally, it contributes to wider discussions on how to effectively empower and assist students with disabilities in their academic pursuits.
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 | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.004 | 0.004 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it