Psychology (PSYC) 389
Learning Disabilities: Issues and Interventions (Revision 7)
Revision 7 is closed for registrations, replaced by current version
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Delivery Mode: Individualized study online
Credits: 3
Area of Study: Social Science
Prerequisite: An introductory 200-level psychology or a junior social science course is recommended but not required.
Precluded Course: PSYC 389 is a cross-listed course—a course available in two different disciplines—with EDPY 389. PSYC 389 cannot be taken for credit if credit has already been obtained for EDPY 389. PSYC 389 can be taken for graduate level credit as PSYC 589 in the MAIS program. Credit cannot be received for both PSYC 389 and PSYC 589.
Faculty: Faculty of Humanities & Social Sciences
PSYC 389 has a Challenge for Credit option.
Overview
This course is designed to increase students awareness of learning disabilities from a number of viewpoints and theoretical perspectives.
The main emphasis of PSYC 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.
Outline
- 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
Evaluation
To receive credit for PSYC 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 |
|---|---|---|---|
| 35% | 30% | 35% | 100% |
To learn more about assignments and examinations, please refer to Athabasca University's online Calendar.
Course Materials
Textbook
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.
Other Materials
The course materials include a reading file. All other course materials are online at the Course website.
Challenge for Credit Course Overview
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 Policy
- Undergraduate Challenge for Credit Procedures
Challenge Evaluation
To receive credit for the PSYC 389 challenge registration, you must achieve a grade of at least “D” (50 percent) or higher on both the research paper and the examination.
| Research paper | Exam | Total |
|---|---|---|
| 50% | 50% | 100% |
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 7, July 31, 2009.
View previous syllabus