The Transition Process for Adolescents with Learning Disabilities: Perspectives of Five 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 qualitative study examines, from the perspective of the families, the transition process to employment or postsecondary education for adolescents with learning disabilities (LDs) and the interplay of the roles of parents, students with LDs, and teachers. Using a case study design, series of three in-depth interviews were conducted with five individuals with LDs and with their parents. Data were analyzed inductively. The findings indicate that the families all had informal transition plans; formal transition plans were not written. For four of the families, the transition process was successful and occurred in two phases spanning the elementary and secondary school years. In the first phase parents controlled the transition process, and during the second phase they transferred this responsibility to their children with LDs. Parents’ high expectations and advocacy; students’ hard work, self-determination and self-advocacy; and teachers’ mentoring and support also contributed to the achievement of transition goals. Throughout the process parents, adolescents with LDs, and teachers worked collaboratively. In the fifth case, only the factor of parental advocacy was in place, and it was insufficient to bring about a successful transition for the adolescent with LDs.
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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 | 0.001 |
| 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 it