A Systematic Review of Students' Knowledge and Understanding of Their Hidden Disability

• In Event: Sheraton Roundtable Session One
  In Roundtable Session: Disability Identity and Literacy: Representation and Exploration (Table 17)

Abstract

The present systematic review focuses on research about students' knowledge and understanding of their own high-incidence hidden disability (HIHD). Here, HIHD refers to students with a diagnosis of learning disability (LD), Attention-Deficit Hyperactivity Disorder (ADHD), or Autism Spectrum Disorder (ASD). By including both peer-reviewed published articles and grey literature (theses and dissertations), our aim was to report on the disability self-knowledge and understanding that K-12 students possess according to their disability profile (ADHD, LD, ASD, comorbidity), and also on the methods of research that have been used in this research. Currently, the authors have identified 28 articles (published and grey literature) that are in the data extraction stage, with the aim of completing the review and paper by fall 2022.

Authors

• Ian A. Matheson, Queen's University - Kingston
  Presenting Author

• Sunaira Tejpar, Queen's University - Kingston
  Presenting Author

• Jordan Shurr
  Presenting Author