Handbook of Educational Psychology and Students with Special Needs

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.

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.

Contents Acknowledgments 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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