Considerations for Instructional Planning for Learners builds the evidence-based instructional-strategies toolkit special education teachers use every day — intensifying, individualizing, and teaching to mastery.
What D758 covers
The course introduces special education teachers to a repertoire of evidence-based instructional strategies to advance the learning of students with exceptionalities. It focuses on strategies for intensifying and individualizing instructional interventions; making instructional decisions based on progress-monitoring data; and collaborating with general education teachers and paraprofessionals.
The course also covers teaching to mastery; promoting generalization of learning; and teaching students with exceptionalities to use self-assessment, problem solving, and other cognitive strategies to organize critical content and meet their needs.
The D758 performance assessment
Expect a performance assessment requiring you to design an individualized instructional plan for a given student, using progress-monitoring data to justify the intervention intensity.
Key topics in D758
- Intensifying and individualizing instruction
- Progress-monitoring-based decisions
- Teaching to mastery
- Self-assessment and cognitive strategies
Writing tips for D758
Follow the task instructions and rubric line by line
WGU performance assessments for D758 are graded against a fixed rubric — every rubric line has to be visibly addressed, usually with a labeled heading that mirrors the rubric language. Skipping a rubric point because it seems minor is the single most common reason a competent submission comes back "Not Yet Competent" for revision.
Ground every claim in a specific student with exceptionalities, not "special education" in the abstract
Special Education courses like D758 typically ask you to apply legal frameworks, assessment data, or instructional strategies to a specific student scenario. Evaluators are checking whether your reasoning fits that concrete student's actual needs — vague, generic statements about "supporting all students" usually lose rubric points for lacking that individualized specificity.
Because WGU is self-paced, don't let "no deadline pressure" become no submission
There's no weekly due date forcing progress, which means procrastination costs more at WGU than at a traditional term-based school — a stalled task can quietly eat weeks of a term. Treat your own target date for each D758 assessment as a real deadline.
Stuck on your D758 task?
Our writers know WGU's competency-based format and this course's performance assessment. Get an original, properly cited paper matched to your task instructions.
Why students seek help with D758
Candidates sometimes propose a single intervention intensity level regardless of the given student's actual progress data — the rubric typically wants the intensity level explicitly justified by that data, not assumed.
How GradeEssays helps with D758
Share your student scenario/data and rubric, and your writer will build an instructional plan with intervention intensity explicitly justified by the given progress-monitoring data.
Get Help With D758
Share your task instructions and rubric and we match you with a writer who knows this course and WGU's evaluation standards.
Place Your Order View All ServicesPrerequisites and program context
D758 has no listed additional prerequisites. Part of WGU's undergraduate Special Education teacher-licensure curriculum.