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Handbook of Educational Psychology and Students with Special Needs

Edited by: Andrew J. Martin , Rayne A. Sperling , Kristie J. Newton

Print publication date:  February  2020
Online publication date:  February  2020

Print ISBN: 9781138295421
eBook ISBN: 9781315100654
Adobe ISBN:

10.4324/9781315100654
 Cite  Marc Record

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

Prelims Download PDF
Chapter  1:  Introduction Download PDF
Chapter  2:  Specific Learning Disabilities as
a Working Memory Deficit Download PDF
Chapter  3:  Identifying and Supporting Students with Affective Disorders in Schools Download PDF
Chapter  4:  The Importance of Self-Determination and Inclusion for Students with Intellectual Disability Download PDF
Chapter  5:  The Roles of Executive Functions in Learning and Achievement Download PDF
Chapter  6:  Language Impairments Download PDF
Chapter  7:  Understanding the Development and Instruction of Reading for English Learners with Learning Disabilities  Download PDF
Chapter  8:  Developmental Disability Download PDF
Chapter  9:  Child Maltreatment Download PDF
Chapter  10:  Behavioral Disorder Download PDF
Chapter  11:  Social Cognitive Theory, Self-Efficacy, and Students with Disabilities Download PDF
Chapter  12:  Self-Determination and Autonomous Motivation Download PDF
Chapter  13:  Using Self-Regulated Learning to Support Students with Learning Disabilities in Classrooms Download PDF
Chapter  14:  Goal Concepts for Understanding and Improving the Performance of Students with Learning Disabilities Download PDF
Chapter  15:  Using Cognitive Load Theory to Improve Text Comprehension for Students with Dyslexia Download PDF
Chapter  16:  Self-Worth Theory and Students with Attention-Deficit/Hyperactivity Disorder Download PDF
Chapter  17:  The Relevance of Expectancy–Value Theory to Understanding the Motivation and Achievement of Students with Cognitive 
and Emotional Special Needs Download PDF
Chapter  18:  Control-Value Theory and Students 
with Special Needs Download PDF
Chapter  19:  Improving Learning in Students with Mathematics Difficulties Download PDF
Chapter  20:  Writing and Students with Learning Disabilities Download PDF
Chapter  21:  Reasoning Skills in Individuals with Mathematics Difficulties Download PDF
Chapter  22:  Interpersonal Relationships and Students with Autism Spectrum Disorder Download PDF
Chapter  23:  Student Engagement and Learning Download PDF
Chapter  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 Download PDF
Chapter  25:  Cultural and Sociocultural Influences 
and Learners with Special Needs Download PDF
Chapter  26:  Technology and Its Impact on Reading for Students with Learning Disabilities Download PDF
Chapter  27:  The Relevance of Neuroscience 
to Understanding Achievement in 
Special Needs Children Download PDF
Chapter  28:  Conclusion Download PDF
Contributors Download PDF
Index Download PDF
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