Handbook of educational psychology and students with special needs:
"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. This includes students with attention-deficit/hypera...
Gespeichert in:
| Weitere Verfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York ; London
Routledge
2020
|
| Schriftenreihe: | Educational psychology handbook series
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| 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. 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, and practice has attended to students with "special needs." The factors and processes studied within this discipline-motivation, emotions, cognitive load, school environments, and more-are relevant to all learners, including 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 broad case for effective psycho-educational theory, research, and practice that addresses learners with special needs. Twenty-seven chapters by experts in the field are structured into three sections on diverse special needs categories, perspectives from major educational psychology theories, and constructs relevant to special needs learning, development, and knowledge building"-- |
| Beschreibung: | Includes index |
| Beschreibung: | viii, 734 Seiten Illustrationen 26 cm |
| ISBN: | 9781138295452 9781138295421 |
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Datensatz im Suchindex
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| adam_text | CONTENTS Acknowledgments Chapter 1 Introduction: Educational Psychology and Students with Special Needs viii 1 ANDREW J. MARTIN, KRISTIE J. NEWTON, AND RAYNE A. SPERLING Part I STUDENTS WITH SPECIAL NEEDS AND EDUCATIONAL PSYCHOLOGY 15 RAYNE A. SPERLING Chapter 2 Specific Learning Disabilities as a Working Memory Deficit: A Model Revisited 19 H. LEE SWANSON Chapter 3 Identifying and Supporting Students with Affective Disorders in Schools: Academic Anxieties and Emotional Information Processing 52 JERRELL C. CASSADY AND CHRISTOPHER L. THOMAS Chapter 4 The Importance of Self-determination and Inclusion for Students with Intellectual Disability: What We Know and What We Still Need to Discover 75 IVA STRNADOVA Chapter 5 The Roles of Executive Functions in Learning and Achievement 95 D. JAKE FOLLMER AND RAYNE A. SPERLING Chapter 6 Language Impairments: Challenges and Opportunities for Meeting Children’s Needs and Insights from Psycho-Educational Theory and Research IULIE E. DOCKRELL AND GEOFF LINDSAY 116
vi · Contents Chapter 7 Understanding the Development and Instruction of Reading for English Learners with Learning Disabilities 140 COLBY HALL, PHILIP CAPIN, SHARON VAUGHN, AND GRACE CANNON Chapter 8 Developmental Disability 173 JEFF SIGAFOOS, VANESSA A. GREEN, MARK F. O REILLY, AND GIULIO E. LANCIONI Chapter 9 Child Maltreatment: Pathways to Educational Achievement through Self-Regulation and Self-Regulated Learning 197 CARLOMAGNO C. PANLILIO AND CATHERINE CORR Chapter 10 Behavioral Disorder: Theory, Research, and Practice 220 MING-TAK HUE Part II PERSPECTIVES FROM MAJOR EDUCATIONAL PSYCHOLOGY THEORIES 239 ANDREW J. MARTIN Chapter 11 Social Cognitive Theory, Self-Efficacy, and Students with Disabilities: Implications for Students with Learning Disabilities, Reading Disabilities, and Attention-Deficit/Hyperactivity Disorder 243 DALE H. SCHUNK AND MARIA K. DIBENEDETTO Chapter 12 Self-Determination and Autonomous Motivation: Implications for Students with Intellectual, Developmental, and Specific Learning Disabilities 262 MICHAEL L. WEHMEYER AND KARRIE A. SHOGREN Chapter 13 Using Self-Regulated Learning to Support Students with Learning Disabilities in Classrooms 292 NANCY E. PERRY, SILVIA MAZABEL, AND NIKKI YEE Chapter 14 Goal Concepts for Understanding and Improving the Performance of Students with Learning Disabilities 315 DAVID A. BERGIN AND SARA L. PREWETT Chapter 15 Using Cognitive Load Theory to Improve Text Comprehension for Students with Dyslexia 339 ANDRÉ TRICOT, GENEVIÈVE VANDENBROUCKE, AND JOHN SWELLER Chapter 16 Self-worth Theory and Students with Attention-
Deficit/Hyperactivity Disorder 363 ANDREW J. MARTIN Chapter 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 388
Contents · vii Chapter 18 Control-Value Theory and Students with Special Needs: Achievement Emotion Disorders and Their Links to Behavioral Disorders and Academic Difficulties 426 REINHARD PEKRUN AND KRISTINA LODERER Part III SPECIAL NEEDS AND CONSTRUCTS RELEVANT TO PSYCHO-EDUCATIONAL DEVELOPMENT 457 KRISTIE J. NEWTON Chapter 19 Improving Learning in Students with Mathematics Difficulties: Contributions from the Science of Learning 461 NANCY C. JORDAN, CHRISTINA BARBIERI, NANCY DYSON, AND BRIANNA DEVLIN Chapter 20 Writing and Students with Learning Disabilities 487 STEVE GRAHAM AND KAREN R. HARRIS Chapter 21 Reasoning Skills in Individuals with Mathematics Difficulties 510 KINGA MORSANYI Chapter 22 Interpersonal Relationships and Students with Autism Spectrum Disorder: Perspectives from Theory of Mind and Neuroscience 534 ROBYN M. GILLIES Chapter 23 Student Engagement and Learning: Attention, Behavioral, and Emotional Difficulties in School 557 RAYLEIGH C. O’DONNELL AND AMY L. RESCHLY 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 584 DANIELLE TRACEY, DAFNA MEROM, ALEXANDRE J. Տ. MORIN, AND CHRISTOPHE MAÏANO Chapter 25 Cultural and Sociocultural Influences and Learners with Special Needs 602 ANGUS MACFARLANE, SONJA MACFARLANE, AND HELEN MATAITI Chapter 26 Technology and Its Impact on Reading for Students with Learning Disabilities 625 CYNTHIA M. OKOLO AND RALPH P. FERRETTI Chapter 27 The Relevance of Neuroscience to Understanding
Achievement in Special Needs Children 655 JAMES P. BYRNES AND JENIFER TAYLOR EATON Chapter 28 Conclusion: Future Directions in the Application of Educational Psychology to Students with Special Needs 684 ANDREW J. MARTIN, KRISTIE J. NEWTON, AND RAYNE A. SPERLING Contributors 696 Index 708
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^ 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-ІО) 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.
|
| adam_txt |
CONTENTS Acknowledgments Chapter 1 Introduction: Educational Psychology and Students with Special Needs viii 1 ANDREW J. MARTIN, KRISTIE J. NEWTON, AND RAYNE A. SPERLING Part I STUDENTS WITH SPECIAL NEEDS AND EDUCATIONAL PSYCHOLOGY 15 RAYNE A. SPERLING Chapter 2 Specific Learning Disabilities as a Working Memory Deficit: A Model Revisited 19 H. LEE SWANSON Chapter 3 Identifying and Supporting Students with Affective Disorders in Schools: Academic Anxieties and Emotional Information Processing 52 JERRELL C. CASSADY AND CHRISTOPHER L. THOMAS Chapter 4 The Importance of Self-determination and Inclusion for Students with Intellectual Disability: What We Know and What We Still Need to Discover 75 IVA STRNADOVA Chapter 5 The Roles of Executive Functions in Learning and Achievement 95 D. JAKE FOLLMER AND RAYNE A. SPERLING Chapter 6 Language Impairments: Challenges and Opportunities for Meeting Children’s Needs and Insights from Psycho-Educational Theory and Research IULIE E. DOCKRELL AND GEOFF LINDSAY 116
vi · Contents Chapter 7 Understanding the Development and Instruction of Reading for English Learners with Learning Disabilities 140 COLBY HALL, PHILIP CAPIN, SHARON VAUGHN, AND GRACE CANNON Chapter 8 Developmental Disability 173 JEFF SIGAFOOS, VANESSA A. GREEN, MARK F. O'REILLY, AND GIULIO E. LANCIONI Chapter 9 Child Maltreatment: Pathways to Educational Achievement through Self-Regulation and Self-Regulated Learning 197 CARLOMAGNO C. PANLILIO AND CATHERINE CORR Chapter 10 Behavioral Disorder: Theory, Research, and Practice 220 MING-TAK HUE Part II PERSPECTIVES FROM MAJOR EDUCATIONAL PSYCHOLOGY THEORIES 239 ANDREW J. MARTIN Chapter 11 Social Cognitive Theory, Self-Efficacy, and Students with Disabilities: Implications for Students with Learning Disabilities, Reading Disabilities, and Attention-Deficit/Hyperactivity Disorder 243 DALE H. SCHUNK AND MARIA K. DIBENEDETTO Chapter 12 Self-Determination and Autonomous Motivation: Implications for Students with Intellectual, Developmental, and Specific Learning Disabilities 262 MICHAEL L. WEHMEYER AND KARRIE A. SHOGREN Chapter 13 Using Self-Regulated Learning to Support Students with Learning Disabilities in Classrooms 292 NANCY E. PERRY, SILVIA MAZABEL, AND NIKKI YEE Chapter 14 Goal Concepts for Understanding and Improving the Performance of Students with Learning Disabilities 315 DAVID A. BERGIN AND SARA L. PREWETT Chapter 15 Using Cognitive Load Theory to Improve Text Comprehension for Students with Dyslexia 339 ANDRÉ TRICOT, GENEVIÈVE VANDENBROUCKE, AND JOHN SWELLER Chapter 16 Self-worth Theory and Students with Attention-
Deficit/Hyperactivity Disorder 363 ANDREW J. MARTIN Chapter 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 388
Contents · vii Chapter 18 Control-Value Theory and Students with Special Needs: Achievement Emotion Disorders and Their Links to Behavioral Disorders and Academic Difficulties 426 REINHARD PEKRUN AND KRISTINA LODERER Part III SPECIAL NEEDS AND CONSTRUCTS RELEVANT TO PSYCHO-EDUCATIONAL DEVELOPMENT 457 KRISTIE J. NEWTON Chapter 19 Improving Learning in Students with Mathematics Difficulties: Contributions from the Science of Learning 461 NANCY C. JORDAN, CHRISTINA BARBIERI, NANCY DYSON, AND BRIANNA DEVLIN Chapter 20 Writing and Students with Learning Disabilities 487 STEVE GRAHAM AND KAREN R. HARRIS Chapter 21 Reasoning Skills in Individuals with Mathematics Difficulties 510 KINGA MORSANYI Chapter 22 Interpersonal Relationships and Students with Autism Spectrum Disorder: Perspectives from Theory of Mind and Neuroscience 534 ROBYN M. GILLIES Chapter 23 Student Engagement and Learning: Attention, Behavioral, and Emotional Difficulties in School 557 RAYLEIGH C. O’DONNELL AND AMY L. RESCHLY 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 584 DANIELLE TRACEY, DAFNA MEROM, ALEXANDRE J. Տ. MORIN, AND CHRISTOPHE MAÏANO Chapter 25 Cultural and Sociocultural Influences and Learners with Special Needs 602 ANGUS MACFARLANE, SONJA MACFARLANE, AND HELEN MATAITI Chapter 26 Technology and Its Impact on Reading for Students with Learning Disabilities 625 CYNTHIA M. OKOLO AND RALPH P. FERRETTI Chapter 27 The Relevance of Neuroscience to Understanding
Achievement in Special Needs Children 655 JAMES P. BYRNES AND JENIFER TAYLOR EATON Chapter 28 Conclusion: Future Directions in the Application of Educational Psychology to Students with Special Needs 684 ANDREW J. MARTIN, KRISTIE J. NEWTON, AND RAYNE A. SPERLING Contributors 696 Index 708
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^ 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-ІО) 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. |
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| physical | viii, 734 Seiten Illustrationen 26 cm |
| publishDate | 2020 |
| publishDateSearch | 2020 |
| publishDateSort | 2020 |
| publisher | Routledge |
| record_format | marc |
| series2 | Educational psychology handbook series |
| spelling | Handbook of educational psychology and students with special needs edited by Andrew J. Martin, Rayne A. Sperling, Kristie J. Newton New York ; London Routledge 2020 viii, 734 Seiten Illustrationen 26 cm txt rdacontent n rdamedia nc rdacarrier Educational psychology handbook series Includes index "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. 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, and practice has attended to students with "special needs." The factors and processes studied within this discipline-motivation, emotions, cognitive load, school environments, and more-are relevant to all learners, including 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 broad case for effective psycho-educational theory, research, and practice that addresses learners with special needs. Twenty-seven chapters by experts in the field are structured into three sections on diverse special needs categories, perspectives from major educational psychology theories, and constructs relevant to special needs learning, development, and knowledge building"-- Pädagogische Psychologie (DE-588)4044321-8 gnd rswk-swf Sonderpädagogik (DE-588)4077513-6 gnd rswk-swf Educational psychology Students with disabilities / Education Teachers of children with disabilities (DE-588)4143413-4 Aufsatzsammlung gnd-content Pädagogische Psychologie (DE-588)4044321-8 s Sonderpädagogik (DE-588)4077513-6 s DE-604 Martin, Andrew J. 1966- (DE-588)1211039242 edt Sperling, Rayne A. ca. 20./21. Jh. (DE-588)1211039455 edt Newton, Kristie Jones ca. 20./21. Jh. (DE-588)1211039773 edt Erscheint auch als Online-Ausgabe 978-1-315-10065-4 Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032035823&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032035823&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
| spellingShingle | Handbook of educational psychology and students with special needs Pädagogische Psychologie (DE-588)4044321-8 gnd Sonderpädagogik (DE-588)4077513-6 gnd |
| subject_GND | (DE-588)4044321-8 (DE-588)4077513-6 (DE-588)4143413-4 |
| title | Handbook of educational psychology and students with special needs |
| title_auth | Handbook of educational psychology and students with special needs |
| title_exact_search | Handbook of educational psychology and students with special needs |
| title_exact_search_txtP | Handbook of educational psychology and students with special needs |
| title_full | Handbook of educational psychology and students with special needs edited by Andrew J. Martin, Rayne A. Sperling, Kristie J. Newton |
| title_fullStr | Handbook of educational psychology and students with special needs edited by Andrew J. Martin, Rayne A. Sperling, Kristie J. Newton |
| title_full_unstemmed | Handbook of educational psychology and students with special needs edited by Andrew J. Martin, Rayne A. Sperling, Kristie J. Newton |
| title_short | Handbook of educational psychology and students with special needs |
| title_sort | handbook of educational psychology and students with special needs |
| topic | Pädagogische Psychologie (DE-588)4044321-8 gnd Sonderpädagogik (DE-588)4077513-6 gnd |
| topic_facet | Pädagogische Psychologie Sonderpädagogik Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032035823&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032035823&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
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