THE EVOLUTION OF DISABILITY STUDIES AMIDST SCHOOL REFORM IN NEWFOUNDLAND AND LABRDOR: A GLOBAL PERSPECTIVE ON LOCAL PRACTICE
Bibliographic record
Abstract
This paper (a version of which was included in Focusing on Students: The final report of the ISSP/Pathways Commission(Government of NL, 2007) will offer a theoretical framework to the model of Student Support Services delivered in the province of Newfoundland and Labrador (NL). The province follows an interagency approach in the delivery of a diagnostic and prescriptive service model, despite efforts in recent years to use the language of inclusion. In exploring the development of this model, we begin with a brief review of the history of special services, both from a global and a local paradigm perspective. While the history of special education is a “fascinating and complex story ” (Kauffman, 1981 p.4) which has been affected by social, psychological and educational events, we will attempt to discuss it along separate themes so as to afford a stronger analysis. Central to this, will be an historical context for a paradigm of disability services, including legislative support of special education and the emergence of both a cascade model of service delivery and individualized planning. This leads to an examination of the effects that the School Reform movement has had on special education and how it directly contributed to the emergence of inclusive education. With this background established, we
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How this classification was reachedexpand
Direct model labels (unvalidated)
Per-model category and study-design labels from the labeling rounds. They are machine output, unvalidated, and the disagreement between models ships as data. No study design here is MEDLINE-validated yet.
| Model arm | Categories | Study design | Confidence |
|---|---|---|---|
| gemma | no category Domain: not available · Genre: Empirical About the Canadian research system: no · About a Canadian topic: yes | Qualitative | low |
| gpt | no category Domain: not available · Genre: Other About the Canadian research system: yes · About a Canadian topic: yes | Theoretical or conceptual | medium |
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 | 0.003 | 0.005 |
| 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 | 0.000 | 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, unvalidatedLabeled directly by 2 models reading the full record.
The models disagree on parts of this classification; every voice is preserved in the section at the end of the page.
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".