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Informationen zum Autor 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. Klappentext 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. Zusammenfassung Handbook of Educational Psychology and Students with Special Needs provides educational and psychological stakeholders with critical domain-specific expertise on the factors and processes relevant to learning for students with special needs. Inhaltsverzeichnis 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, Vanes...
