Educational Psychology (EDPY) 351

Inclusive Education for Students with Diverse Needs (Revision 7)

EDPY 351 Course Cover

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Delivery Mode: Individualized study online (with eTextbook)

Credits: 3

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.

Faculty: Faculty of Humanities & Social Sciences

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EDPY 351 is not available for challenge.

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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.

Learning Outcomes

When you have completed EDPY 351, you should be able to do the following:

  1. Identify and describe effective services and models for supporting students with diverse needs in inclusive classrooms.
  2. Describe the process of developing an appropriate individualized education program (IEP) for a student with diverse learning needs.
  3. Discuss characteristics, informal assessment strategies, classroom adaptations/accommodations, and effective inclusive practices for a broad range of students with learning challenges, including communication disorders, learning disabilities, AD/HD, emotional and behavioural disorders, intellectual disabilities, autism, fetal alcohol spectrum disorder, sensory impairments, and traumatic brain injury; as well as students at risk and students with gifts and talents.
  4. Discuss effective classroom management practices to support students with diverse learning needs.
  5. Develop case studies that describe how educational professionals can arrange for assessment, adaptations and accommodations, and classroom teaching and management to ensure differentiated instruction for all students with diverse learning needs in the classroom.
  6. Describe positive strategies for communicating with and involving families of students with diverse needs in the education of their child.


Section 1

  • 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

Section 2

  • Unit 5: Teaching Students with Attention Deficit/Hyperactivity Disorder
  • Unit 6: Teaching Students with Emotional or Behavioural Disorders
  • Unit 7: Teaching Students with Intellectual Disabilities
  • Unit 8: Teaching Students with Autism and Fetal Alcohol Spectrum Disorder

Section 3

  • Unit 9: Teaching Students with Sensory Impairments, Traumatic Brain Injury, and Other Low-Incidence Disabilities
  • Unit 10: Teaching Students with Special Gifts and Talents
  • Unit 11: Teaching Students Who Are at Risk

Section 4

  • 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


Your final grade in Educational Psychology 351 is based on your performance on the Planning Activity, the four section quizzes, the Elementary Case Study, and the 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
Planning Activity 10%
Quizzes 40%
(10% each)
Elementary Case Study 25%
Secondary Case Study 25%
Total 100%

To learn more about assignments and examinations, please refer to Athabasca University's online Calendar.

Course Materials


Registration in this course includes an electronic textbook. For more information on electronic textbooks, please refer to our eText Initiative site.

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.). Pearson Education Canada.

A print version of the eText may be available for purchase from the publisher through a direct-to-student link provided on the course website; you can also acquire the textbook on your own if you wish.

Other Materials

Alberta Teachers' Association. (2016). PRISM Toolkit for Safe and Caring Discussions about Sexual and Gender Minorities (Elementary Edition). Edmonton: Author. (Online)

All other materials will be accessed 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 7, August 17, 2020.

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