Literature Reviews

The CAN team regularly reviews other scholars’ articles published in peer-reviewed journals. We hope to make this body of research more user-friendly and readily accessible by providing a summary of each article, offering a brief critique, and discussing the implications of the findings.

[Lit Review] Indicators of Postsecondary Employment and Education for Youth With Disabilities in Relation to GPA and General Education

Taking required courses for postsecondary education and receiving high grades are important, but alone do not give a clear picture of whether students with disabilities will be successful in post-school academic or employment settings. Assessing non-academic skills related to employment and further education can complete this picture of skills students with disabilities will need after leaving high school. Click here to read more!

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[Lit Review] A Report on Using General-Case Programming to Teach Collateral Academic Skills to a Student in a Postsecondary Setting

To be successful in university courses, students with intellectual disabilities must have a set of collateral academic skills. Collateral academic skills refer to effective strategies that enable students to access course information and to meet the class requirements outside of course content. Overall students with intellectual disabilities have a hard time learning and generalizing new skills. Systematic instruction and inclusion can help. Click this link to read the full annotation.

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[Lit Review] The Impact of Labels and Behaviors on the Stigmatization of Adults with Asperger’s Disorder

In this study, the average participant rated their knowledge of AD “none to moderate,” and 2/3 indicated that they had to exposure to an individual with AD. Behavior among AD individuals elicited more stigmatization according to the Social Distance Scale than labeling. Additionally, no prior knowledge of behavior leads to stigmatization (not just behavior alone). Click here to read more.

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