1st Edition

Handbook of Educational Psychology and Students with Special Needs

    742 Pages 7 B/W Illustrations
    by Routledge

    742 Pages 7 B/W Illustrations
    by Routledge

    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.



    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


    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.