Handbook of Educational Psychology and Students with Special Needs

Herausgeber: Martin, Andrew J; Newton, Kristie J; Sperling, Rayne A

• Broschiertes Buch

Produktbeschreibung

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.

Produktdetails

• Verlag: Jenny Stanford Publishing
• Seitenzahl: 742
• Erscheinungstermin: 28. Februar 2020
• Englisch
• Abmessung: 251mm x 175mm x 43mm
• Gewicht: 1542g
• ISBN-13: 9781138295452
• ISBN-10: 1138295450
• Artikelnr.: 58854024

Autorenporträt

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.

Inhaltsangabe

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