Families in transition, an exploratory study of parents' per eptions of the school-to-work transition of their children with cognitive disabilities
Bibliographic record
Abstract
The perceptions of parents of children with cognitive disabilities, with respect to their children's transition from school to employment, were examined in this thesis. These perceptions were ascertained through the use of a survey, through individual interviews with parents, and through discussion groups between parents. The experiences parents have had with respect to the school-to-work transitions of their children varied. The results suggest that parents have concerns about the preparation and implementation of the transition from school to work and adult life. There is further evidence to suggest that the school-to-work transition is a trying period for parents and that they have certain preferences, expectations, and needs. Implications for schools and adult service agencies are discussed and recommendations for improving the school-to-work transition process from a parental perspective are provided. A better understanding of parental perceptions by the professionals involved in the transition processmay lead to smoother school-to-work transitions for young people with cognitive disabilities.
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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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 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".