ABSTRACT
This conclusion presents some closing thoughts on the concepts covered in the preceding chapters of this book. The book provides substantial direction for future theory, research, measurement, and practice. It shows that the meta-construct of “engagement” and the specific subtypes of engagement have received little attention from a special needs perspective. The book identifies control-value theory (CVT) as an emerging theory that has merit in assisting research and practice among students with special needs. It shows that, as this research unfolds, it is important to establish the boundary conditions of CVT as relevant to disability and what unique space CVT occupies compared with other psycho-educational theories. The book describes micro-level factors that are important to address for students with special needs. It highlights the importance of understanding English language learners’ out-of-school experiences in order to better help these students at school.
