ABSTRACT
The bulk of educational psychology theory, research, measurement, and practice has been directed to what we might refer to as “mainstream” or “typically” developing learners. Far less of educational psychology’s attention has been directed to at-risk students and students with special needs. Because educational psychology is centrally concerned with the factors and processes implicated in learning, this dearth of scholarly attention to students with special needs is a major gap in current understanding. This handbook directly addresses this gap and thus seeks to provide researchers and practitioners with timely and important knowledge and insights into the factors and processes relevant to learning for students with special needs. As demonstrated by the chapters in this volume, educational psychology can substantially augment current understanding of students with special needs. Indeed, in many chapters, it is evident that a psycho-educational lens on special needs can also contribute to knowledge and practice in developmental psychology, school psychology, and counseling psychology—as well as educational (e.g., special education), rehabilitation, and medical (e.g., pediatric) fields.
