COMMUNITY DEVELOPMENT OF A SEXUAL HEALTH EDUCATION PROGRAM FOR PERSONS WITH INTELLECTUAL DISABILITIES: A CASE STUDY
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
This thesis documents a case study of the development of a community based sexual health education resource for persons with intellectual disabilities and those who live and work with them. Able to Live, Able to Love is a resource developed by the Relationship, Sexuality, and Safety Education Network o f Guelph- Wellington and Dufferin Counties. The program consists of thirteen units and addresses issues including: human anatomy, intimacy, feelings, sexual expression, consent, and safety. Able to Live, Able to\nLove encourages positive communication and promotes persons with intellectual disabilities to celebrate healthy, respectful, and safe relationships. The case study inquired into the question: "What is the process by which stakeholders in the Relationship, Sexuality, and Safety Education Network o f Guelph-Welling ton and Dufferin Counties developed a sexual education program for persons living with intellectual disabilities?" The thesis documents the historical development of the sexual health education resource, and enablers, challenges, and motivations to the process, as conveyed by 8 key stakeholders. The findings of the thesis contribute to knowledge about the development process that may be of use for other community agencies wishing to develop similar projects. This study may also have important implications for persons with ID, those who live and work with them as well as educational institutions and curriculum developers.\nThis thesis documents a case study of the development of a community based sexual health education resource for persons with intellectual disabilities and those who live and work with them. Able to Live, Able to Love is a resource developed by the Relationship, Sexuality, and Safety Education Network o f Guelph- Wellington and Dufferin Counties. The program consists of thirteen units and addresses issues including: human anatomy, intimacy, feelings, sexual expression, consent, and safety. Able to Live, Able to\nLove encourages positive communication and promotes persons with intellectual disabilities to celebrate healthy, respectful, and safe relationships. The case study inquired into the question: "What is the process by which stakeholders in the Relationship, Sexuality, and Safety Education Network o f Guelph-Welling ton and Dufferin Counties developed a sexual education program for persons living with intellectual disabilities?" The thesis documents the historical development of the sexual health education resource, and enablers, challenges, and motivations to the process, as conveyed by 8 key stakeholders. The findings of the thesis contribute to knowledge about the development process that may be of use for other community agencies wishing to develop similar projects. This study may also have important implications for persons with ID, those who live and work with them as well as educational institutions and curriculum developers.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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