D750 Early Clinical in Elementary and Special Education is the first clinical course in the dual licensure route at Western Governors University. WGU calls it a pivotal course that bridges theory and practical teaching skills in real classroom settings under experienced mentors.
In a dual route, you are looking at two worlds at once: whole-class elementary teaching and the individual supports special education relies on. Reflection is where you connect them.
Course at a Glance
| Item | Details |
|---|---|
| University | Western Governors University |
| Code | D750 (check your degree plan) |
| Program | Dual elementary and special education |
| Competencies | Three |
| Next clinical | Advanced Clinical in Elementary and Special Education |
What D750 Covers
| Competency (summarized) | What it means |
|---|---|
| Applies instructional strategies from content and pedagogy | Trying a strategy you have studied |
| Reflects on dispositions and ethics | Your developing professional identity |
| Reflects on the Early Clinical experience | Lessons for your next placements |
Watching Two Kinds of Teaching
Whole-Class Moves
Note how the general educator introduces a concept, manages transitions and checks understanding.
Individual Supports
Note how supports differ for individual learners and how adults share responsibility.
Example: During a reading block, the teacher models a strategy for the whole class and the special educator quietly provides a picture-supported version to two pupils. Interpretation: both adults pursue the same objective with different routes. Try: prepare one extra visual support for the next small-group lesson you lead.
Linking to Theory
Name the idea from your readings, for example scaffolding or universal design, that explains what you saw.
Typical Work and Approaches
| Work type | What it tests | Approach |
|---|---|---|
| Observation log | Noticing | Fact, interpretation, theory |
| Strategy trial | Applying pedagogy | Plan, try, review |
| Reflections | Analysis | Specific examples |
Planning Your Visits
| Visit focus | What to watch | Question for your mentor |
|---|---|---|
| Whole-class teaching | Directions, pacing, questioning | How do you plan for different readiness levels? |
| Supports | Visuals, prompts, adapted materials | How do you decide which support to use? |
| Adult roles | Who does what, and how they communicate | How do you plan together? |
| Behavior and routines | Expectations, cues, responses | What do you teach first? |
Writing the Experience Reflection
Organize your reflection by insight rather than by day. Pick three things you learned, give a specific example for each, link them to your coursework and say how they will shape your practice. Avoid summarizing the whole placement; select what mattered.
Use respectful, person-first language and keep every learner anonymous.
A Small Strategy Trial
The competency about applying instructional strategies is best met with a short, planned attempt: a visual schedule for a transition, a partner-talk routine or a choice board. Agree it with your mentor, observe what happens and write one paragraph on what you would repeat or change. Link the trial to a concept you have studied.
Dispositions and Ethics
The dispositions competency asks you to reflect on your own professional behavior in the chosen field. In the dual route, think about how you speak about learners, how you treat information and how you work with adults in different roles.
Choose two examples, such as asking before taking over a task and keeping details private, and say what you learned from them.
Include something you would do differently. Honest reflection on a small error shows more maturity than a flawless account, and it gives you something concrete to improve in later placements.
| Disposition | Evidence idea | Next step |
|---|---|---|
| Respect for learners | How you phrased feedback to a pupil | Use strengths-based language |
| Confidentiality | How you handled a question from outside the school | Review school policy |
| Reliability | Punctuality and preparation | Arrive early with questions |
Making the Most of Your Mentor
Your mentor is the main source of evidence and insight. Agree at the start how you will communicate, when you can ask questions and how you will receive feedback. Short, regular check-ins work better than rare long ones.
- Arrive with two prepared questions each visit.
- Ask to see a plan and how it was adapted for individual learners.
- Thank your mentor and note one thing you will try because of their advice.
- Ask what they wish they had known when they started.
Answers to these questions make rich, specific material for your reflections and show the openness to feedback that the dispositions competency looks for.
Where Students Get Stuck
- Observing only the lead teacher.
- Missing the theory link.
- Privacy slips.
- Narrative without analysis.
Study Tips for D750
- Watch both adults.
- Ask why a support is used.
- Write within a day.
- Try one small strategy.
How We Help with D750
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Frequently Asked Questions
The first clinical course in the dual elementary and special education route.
Three.
Advanced Clinical, then student teaching.
Anonymize everything.
Follow your placement instructions.
No.