Handbook of Educational Psychology and Students with Special Needs  book cover
1st Edition

Handbook of Educational Psychology and Students with Special Needs

ISBN 9781138295452
Published February 28, 2020 by Routledge
742 Pages 7 B/W Illustrations

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Book Description

Handbook of Educational Psychology and Students with Special Needs provides educational and psychological researchers, practitioners, policy-makers, and graduate students with critical expertise on the factors and processes relevant to learning for students with special needs. This includes students with attention-deficit/hyperactivity disorder, other executive function difficulties, behavior and emotional disorders, autism spectrum disorder, intellectual disabilities, learning disabilities, dyslexia, language and communication difficulties, physical and sensory disabilities, and more. With the bulk of educational psychology focused on "mainstream" or "typically developing" learners, relatively little educational psychology theory, research, measurement, or practice has attended to students with "special needs." As clearly demonstrated in this book, the factors and processes studied within educational psychology—motivation and engagement, cognition and neuroscience, social-emotional development, instruction, home and school environments, and more—are vital to all learners, especially those at risk or disabled.

Integrating guidance from the DSM-5 by the American Psychiatric Association and the International Classification of Diseases (ICD-10) by the World Health Organization, this book synthesizes and builds on existing interdisciplinary research to establish a comprehensive case for effective psycho-educational theory, research, and practice that address learners with special needs. Twenty-seven chapters by experts in the field are structured into three parts on diverse special needs categories, perspectives from major educational psychology theories, and constructs relevant to special needs learning, development, and knowledge building.

Table of Contents



Ch 1

Introduction: Educational Psychology and Students with Special Needs

Andrew J. Martin, Kristie J. Newton, Rayne A. Sperling

SECTION 1: Special Needs and Educational Psychology

Section Introduction: Students with Special Needs and Educational Psychology

Rayne A. Sperling

Ch 2

Specific Learning Disabilities as a Working Memory Deficit: A Model Revisited

H. Lee Swanson

Ch 3

Identifying and Supporting Students with Affective Disorders in Schools: Academic Anxieties and Emotional Information Processing

Jerrell C. Cassady and Christopher L. Thomas

Ch 4

The Importance of Self-determination and Inclusion for Students with Intellectual Disability: What We Know and What We Still Need to Discover

Iva Strnadova

Ch 5

The Roles of Executive Functions in Learning and Achievement

D. Jake Follmer and Rayne A. Sperling

Ch 6

Language impairments: Challenges and opportunities for meeting children’s needs and insights from psycho-educational theory and research


Julie E. Dockrell and Geoff Lindsay

Ch 7

Understanding the Development and Instruction of Reading for English Learners with Learning Disabilities


Colby Hall, Philip Capin, Sharon Vaughn, and Grace Cannon

Ch 8

Developmental Disability

Jeff Sigafoos, Vanessa A. Green,  Mark F. O’Reilly, and Giulio E. Lancioni

Ch 9

Child Maltreatment: Pathways to Educational Achievement Through Self-Regulation and Self-Regulated Learning

Carlomagno C. Panlilio and Catherine Corr

Ch 10

Behavioral Disorder: Theory, Research, and Practice

Ming Tak Hue

SECTION 2: Perspectives from Major Educational Psychology Theories

Section Introduction: Perspectives on Special Needs from Major Educational Psychology Theories

Andrew J. Martin

Ch 11

Social Cognitive Theory, Self-Efficacy, and Students with Disabilities: Implications for Students with Learning Disabilities, Reading Disabilities, and Attention-Deficit/Hyperactivity Disorder (ADHD)

Dale H. Schunk and Maria K. DiBenedetto

Ch 12

Self-Determination and Autonomous Motivation: Implications for Students with Intellectual, Developmental, and Specific Learning Disabilities

Michael L. Wehmeyer and Karrie A. Shogren

Ch 13

Using Self-Regulated Learning to Support Students with Learning Disabilities in Classrooms

Nancy E. Perry, Silvia Mazabel, and Nikki Yee

Ch 14

Goal Concepts for Understanding and Improving the Performance of Students with Learning Disabilities

David A. Bergin and Sara L. Prewett

Ch 15

Using Cognitive Load Theory to Improve Text Comprehension for Students with Dyslexia

André Tricot, Geneviève Vandenbroucke, John Sweller

Ch 16

Self-worth Theory and Students with Attention-Deficit/Hyperactivity Disorder (ADHD)

Andrew J. Martin

Ch 17

The Relevance of Expectancy-Value Theory to Understanding the Motivation and Achievement of Students with Cognitive and Emotional Special Needs: Focus on Depression and Anxiety

Allan Wigfield and Annette Ponnock

Ch 18

Control-Value Theory and Students with Special Needs: Achievement Emotion Disorders and their Links to Behavioral Disorders and Academic Difficulties

Reinhard Pekrun and Kristina Loderer

SECTION 3: Special Needs and Constructs Relevant to Psycho-Educational Development

Section Introduction: Special Needs and Constructs Relevant to Psycho-Educational Development

Kristie J. Newton

Ch 19

Improving Learning in Students with Mathematics Difficulties: Contributions from the Science of Learning

Nancy C. Jordan, Christina Barbieri, Nancy Dyson, and Brianna Devlin

Ch 20

Writing and Students with Learning Disabilities

Steve Graham and Karen R. Harris

Ch 21

Reasoning Skills in Individuals with Mathematics Difficulties

Kinga Morsanyi

Ch 22

Interpersonal Relationships and Students with Autism Spectrum Disorder (ASD): Perspectives from Theory of Mind and Neuroscience

Robyn M. Gillies

Ch 23

Student Engagement and Learning, Attention, Behavioral, and Emotional Difficulties in School

Kayleigh C. O’Donnell and Amy L. Reschly

Ch 24

Examining Academic Self-Concepts and the Big-Fish-Little-Pond Effect in Relation to Inclusive and Segregated Classroom Environments for Students with Mild Intellectual Disabilities

Danielle Tracey, Dafna Merom, Alexandre J. S. Morin, and Christophe Maïano

Ch 25

Cultural and Sociocultural Influences and Learners with Special Needs

Angus Macfarlane, Sonja Macfarlane, and Helen Mataiti

Ch 26

Technology and Its Impact on Reading for Students with Learning Disabilities

Cynthia M. Okolo and Ralph Ferretti

Ch 27

The Relevance of Neuroscience to Understanding Achievement in Special Needs Children

James P. Byrnes and Jennifer Taylor Eaton

Ch 28

Conclusion: Future Directions in the Application of Educational Psychology to Students with Special Needs

Andrew J. Martin, Kristie J. Newton, and Rayne A. Sperling

Contributor Bios

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Andrew J. Martin is Scientia Professor, Professor of Educational Psychology, and Co-Chair of the Educational Psychology Research Group in the School of Education at the University of New South Wales, Australia.

Rayne A. Sperling is Professor and Associate Dean in the College of Education at Pennsylvania State Unviersity, USA.

Kristie J. Newton is Associate Professor in the Department of Teaching and Learning at Temple University, USA.