Educational Psychology (EDPY) 351
Inclusive Education for Students With Diverse Needs (Revision 6)
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Delivery Mode: Individualized study online
Area of Study: Applied Studies
Prerequisite: Learners are expected to have completed junior-level psychology or social science courses.
Precluded Course: EDPY 351 cannot be taken for credit if credit has already been granted in EDPY 251.
EDPY 351 has a Challenge for Credit option.
Welcome to Educational Psychology 351: Inclusive Education for Students with Diverse Needs. This three-credit course is designed to introduce educators and other caregivers to issues related to educating children with diverse needs in inclusive settings, to the broad span of exceptionalities that children may have, and to the field of special education as it functions in Canada.
- Unit 1: Inclusive Education: An Introduction
- Unit 2: Designing Inclusive Classrooms
- Unit 3: Teaching Students with Communication Disorders
- Unit 4: Teaching Students with Learning Disabilities
- Unit 5: Teaching Students with Attention Deficit/Hyperactivity Disorder
- Unit 6: Teaching Students with Emotional or Behavioural Disorders
- Unit 6: Children with Intellectual Disabilities
- Unit 7: Teaching Students with Intellectual Disabilities
- Unit 8: Teaching Students with Autism and Fetal Alcohol Spectrum Disorder
- Unit 9: Teaching Students with Sensory Impairments, Traumatic Brain Injury, and Other Low-Disabilities
- Unit 10: Teaching Students with Special Gifts and Talents
- Unit 11: Teaching Students Who Are at Risk
- Unit 12: Classroom Organization and Management
- Unit 13: Teaching Students with Special Needs in Elementary Schools
- Unit 14: Teaching Students with Special Needs in Secondary Schools
- Unit 15: Working with Families of Students with Exceptionalities
To receive credit, your final grade in Educational Psychology 351 is based on your performance on the planning exercise, the four section quizzes, an elementary case study, and a secondary case study. To receive credit for the course, you must receive a minimum grade of 50% on the assignments, and a minimum overall course grade of 50%.
|Assignment for Credit||Weighting||Assignment Due|
|Planning Exercise||10%||Submission by the end of the first month after the contract start date to receive bonus marks.|
|Following completion of each section of the course; Weeks 4, 8, 11, and 18 of the suggested study schedule.|
|Elementary Case Study||25%||Following completion of Unit 13; Week 16 of the suggested study schedule.|
|Secondary Case Study||25%||Following completion of all course units and quizzes, and the submission of the first case study; Week 22 of the suggested schedule.|
To learn more about assignments and examinations, please refer to Athabasca University's online Calendar.
Smith, T. E. C., Polloway, E. A., Patton, J. R., Dowdy, C. A., & McIntyre, L. J. (2015). Teaching Students with Special Needs in Inclusive Settings (5th Canadian ed.). Toronto: Pearson Education Canada.
Alberta Teachers' Association. (2016). PRISM Toolkit for Safe and Caring Discussions about Sexual and Gender Minorities (Elementary Edition). Edmonton: Author.
All other materials will be accessed online.
The Challenge for Credit process allows students to demonstrate that they have acquired a command of the general subject matter, knowledge, intellectual and/or other skills that would normally be found in a university level course.
Full information for the Challenge for Credit can be found in the Undergraduate Calendar.
|Elementary OR Secondary Case Study||Exam||Total|
Undergraduate Challenge for Credit Course Registration Form
Athabasca University reserves the right to amend course outlines occasionally and without notice. Courses offered by other delivery methods may vary from their individualized-study counterparts.
Opened in Revision 6, January 10, 2017.
View previous syllabus