An autoethnographic exploration of disability and access in Manitoba correctional facilities
Bibliographic record
Abstract
This thesis examines the issue of disability and access in correctional facilities in Manitoba, aiming to shed light on the challenges faced by incarcerated inmates with disabilities and propose strategies for improving their access to essential services and facilities. The study explores the intersectionality of disability and incarceration, recognizing the unique needs and rights of disabled inmates within the criminal justice system. I begin by providing an overview of the prevalence of disability among incarcerated populations, highlighting the representation of individuals with disabilities in Manitoba prisons. I, explore various types of disabilities, including physical, sensory, cognitive, and mental health impairments. I focus on the barriers encountered to access to healthcare, education, vocational training, and other essential services that other able-bodied inmates benefit from. Reflecting on my interactions and experience with disabled inmates, I try to understand the impact of inaccessibility on their quality of life and social inclusion. I also reflect on my own personal experience related to disability, particularly how culture impacts disability and accessibility. My focus is how the Manitoba Corrections facilities are not enabling disabled people’s participation to enjoy the social benefits of corrections. This study also explores the challenges faced by correctional staff in implementing these policies and the potential for systemic improvements, comprehensive assessments, and individualized care plans to address the unique needs of disabled individuals within the correctional system.
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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 | 0.001 |
| 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".