Teaching and Managing the Child with Learning Difficulties (Revision 2)
Permanently closed, effective October 4, 2017.
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Area of Study: Applied Studies
Prerequisite: PSYC 389/EDPY 389 or equivalent.
Precluded Course: PSYC 348 and PSYC 400. (EDPY 400 is a cross-listed course—a course listed under two different disciplines—with PSYC 400. EDPY 400 may not be taken for credit by students who have obtained credit for PSYC 400 or PSYC 348.)
EDPY 400 is not available for Challenge.
Educational Psychology 400: Teaching and Managing the Child with Learning Difficultiesis a six-credit course that provides a practical approach to teaching and managing children with learning challenges. It emphasizes remedial strategies, specific teaching, and management suggestions; the development of special materials; and various classroom and curriculum modifications to meet the needs of students with learning challenges. This course examines many aspects of teaching and a variety of practical approaches from a number of theories.
This course is divided into three major parts consisting of 12 units.
Part 1: Building the Foundation for Serving Students in Inclusive Settings
- Unit 1: Creating Responsive Learning Environments
- Unit 2: Planning and Organizing Instruction
- Unit 3: Assessing Students for Instruction
- Unit 4: Teaching Students and Managing Instruction
- Unit 5: Promoting Social, Emotional, and Behavioral Development
Part 2: Teaching Academic Skills
- Unit 6: Assessing and Teaching Language
- Unit 7: Assessing and Teaching Reading
- Unit 8: Assessing and Teaching Spelling
- Unit 9: Assessing and Teaching Handwriting and Written Expression
- Unit 10: Assessing and Teaching Math
- Unit 11: Assessing and Teaching Learning Strategies, Content, and Study Skills
Part 3: Application and Implementation
- Unit 12: The Individualized Program Plan
To receive credit for EDPY 400, you will need to successfully complete the assignments for Track 1 or Track 2.
Track 1 is for students who have access to working with a child with learning difficulties in their work or family environment. In Track 1, the final grade in PSYC 400 is based on the performance on six reflections, the completion of a skills survey, an individual program plan, and journal entries of daily teaching lesson plans and evaluations. All components of the course must be submitted to receive credit for the course. Students must achieve a course composite grade of a least “D” (50 percent) and at least 50 percent on the Individual Program Plan and on the Journal.
|Skills Survey||Six Reflections||Case Study Activity||IPP||Journal||Total|
Track 2 is for students who do not have access to working with a child with learning difficulties in their work or family environment. In Track 2, the final grade in PSYC 400 is based on six reflections, the completion of a skills survey, Individual Program Plans, and a research paper. All components of the course must be submitted to receive credit for the course. Students must achieve a course composite grade of at least “D” (50 percent) and at least 50 percent on the individual program plans and on the research paper.
|Skills Survey||Six Reflections||CD Activity||IPP||Research Paper||Total|
To learn more about assignments and examinations, please refer to Athabasca University's online Calendar.
Mercer, C., Mercer, A., & Pullen, P. (2011). Teaching students with learning problems (8th ed.). Upper Saddle River, NJ: Merrill Prentice-Hall.
The course materials package also includes a reading file. All other materials will be available to students online.
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 2, January 31, 2012
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Updated October 04 2017 by SAS