Andrew J. Martin – författare

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.

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.

Around the globe, there is a growing awareness of the importance of addressing students’ social and emotional development and wellbeing during schooling. Although the bulk of the work in this area has been conducted in North America and Europe, there is now a burgeoning interest in this topic in Australia and the wider Asia Pacific. This book is the first ever to provide a timely and important collection of diverse perspectives on and approaches to social and emotional learning in the Australian and Asia Pacific context. Adopting a broad view of social and emotional learning, the book explores positive psychology, belonging, teachers’ professional development, pre-service training and post-initial training in Australia and in neighbouring communities such as China, Hong Kong, Korea, Singapore, New Zealand, Fiji, and other Pacific nations. 

"Frydenberg, Martin, and Collie have provided an incredibleservice by bringing together in a single well planned scholarly volume an incredible and well balanced group of senior and early career cutting edge researchers from Australia, Asia and the Asia Pacific area tackling approaches and key issues of social and emotional learning.  Their much needed volume links research on key factors, such as differing perspectives, measurement issues, the identification of at-risk children, teachers'' social and emotional development, and these and other across the cultures of an increasingly vibrant and developing geographic region. It is indeed encouraging to gain the sense of depth and breadth of ongoing research that the volume gives. "

                                John Roodenburg PhD FAPS MCEDP MCCOUNSP, Monash University Melbourne

"Social and Emotional Learning is understood to be a crucial part of the school curriculum.  This book covers the field, with a refreshing focus on work being done in Australia and in neighbouring countries.  For school psychologists, the book helps us to understand how SEL can help at every level – from working with individuals, small groups, whole classes, or with the entire school.  Our work with vulnerable students, individually or in small groups, is always more effective when embedded in the broader context of Social and Emotional Learning."

Paul Bertoia FAPS MCEDP, Senior School Psychologist

Kit-Tai Hau, PhD, Choh-Ming Li Professor of Educational Psychology, The Chinese University of Hong Kong.