ABSTRACT
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
part I|224 pages
Students with Special Needs and Educational Psychology
chapter 3|23 pages
Identifying and Supporting Students with Affective Disorders in Schools
chapter 4|20 pages
The Importance of Self-Determination and Inclusion for Students with Intellectual Disability
chapter 6|24 pages
Language Impairments
chapter 9|23 pages
Child Maltreatment
part II|218 pages
Perspectives from Major Educational Psychology Theories
chapter 11|19 pages
Social Cognitive Theory, Self-Efficacy, and Students with Disabilities
chapter 12|30 pages
Self-Determination and Autonomous Motivation
chapter 17|38 pages
The Relevance of Expectancy–Value Theory to Understanding the Motivation and Achievement of Students with Cognitive and Emotional Special Needs
chapter 18|31 pages
Control-Value Theory and Students with Special Needs
part III|239 pages
Special Needs and Constructs Relevant to Psycho-Educational Development