Educational Psychology (EDPY) 389
Learning Disabilities: Issues and Interventions (Revision 1)
Revision 1 is closed for registrations, replaced by current version
Delivery Mode: Individualized study online
Area of Study: Applied Studies
Prerequisite: An introductory 200-level psychology or a junior social science course is recommended but not required.
Precluded Course: EDPY 389 is a cross-listed course—a course available in two different disciplines—with PSYC 389. EDPY 389 cannot be taken for credit if credit has already been obtained for PSYC 389 or PSYC 589.
EDPY 389 has a Challenge for Credit option.
This course is designed to increase students awareness of learning disabilities from a number of viewpoints and theoretical perspectives.
The main emphasis of EDPY 389 is on understanding the basic issues surrounding the field of learning disabilities, although it does touch on the assessment and remediation of these disabilities.
- Unit 1: Basic Concepts
- Unit 2: Causes of Learning Disabilities
- Unit 3: Eligibility for Special Education Services
- Unit 4: Parents and Families
- Unit 5: Prevention and Intervention in Early Childhood
- Unit 6: Transition Programming in Adolescence and Adulthood
- Unit 7: Social, Emotional, and Behavioral Problems
- Unit 8: Cognition, Metacognition, and Memory in Students with Learning Disabilities
- Unit 9: Attention Deficit Hyperactivity Disorder (ADHD)
- Unit 10: Educational Approaches to Learning Disabilities
- Unit 11: Students Who Experience Difficulties with Spoken Language
- Unit 12: Students Who Experience Difficulties with Reading
- Unit 13: Students Who Experience Difficulties with Writing
- Unit 14: Students Who Experience Difficulties with Mathematics
- Unit 15: Participation in General Education Classrooms for Students with Learning Disabilities
To receive credit for EDPY 389, you must achieve a grade of at least 50 percent on the the research paper, 50 percent on the final exam, and an overall course grade of at least “D”(50 percent). In addition, all course assignments must be completed to pass the course. The weighting of assignments is as follows:
|Journal Assignments||Research Paper||Final Exam||Total|
To learn more about assignments and examinations, please refer to Athabasca University's online Calendar.
Hallahan, D. P., Lloyd, J. W., Kauffman, J. M., Weiss, M. P., & Martinez, E. A. (2005). Learning disabilities: Foundations, characteristics, and effective teaching (3rd ed.). Toronto: Pearson Education, Inc.
The course materials include a reading file. All other course materials are online at the Course website.
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.
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 1, July 29, 2009.