Paving rough roads: transition to life beyond the classroom as experienced by students with disabilities and their families
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 grounded theory study employed in-depth interviews with nine studenrlparent dyads from eastern Canada. Youth with disabilities, aged 16 to 21, contributed narratives describing high school transitions. Shared experience that transcends disability categories produced powerful results. Three categories emerged: (1) transition fac ilitators; (2) transition constraints; (3) strategies for meaningful transitions. Higher level analysis revealed further relationships: the connection between perceived lack a/support and bum out; the importance of self-advocacy; and the sense of ''paving rough roads" for the next generation. The core variable, contextual influences, resonates with the five systems presented in the bioecological model of human development. A model demonstrating the interactions among categories, contexts and ecological systems is presented. This framework provides encouragement and cautionary notes for those working toward a meaningful transition and a place to belong for youth with disabilities.
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.003 |
| 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