Elementary Literacy and Mathematics Strategies and Assistive Technologies takes special education instructional strategy into the elementary literacy and math classroom — including real assistive-technology accommodations tied to IEP goals.
What D759 covers
The course prepares special education teachers to use progress monitoring and evidence-based instructional practices appropriate for elementary students with exceptionalities. It includes cognitive and metacognitive strategies that elementary students can use to acquire new content knowledge and generalize skills across learning environments.
The course provides opportunities to incorporate intensive instructional strategies and practice making accommodations that include assistive technologies to elementary math and English language arts lesson plans based on learner characteristics, performance data, and IEP goals.
The D759 performance assessment
Expect a performance assessment requiring you to design an elementary literacy or math lesson with assistive technology accommodations explicitly tied to a given student's IEP goals.
Key topics in D759
- Cognitive and metacognitive strategies (elementary)
- Assistive technology accommodations
- IEP-goal-aligned lesson planning
Writing tips for D759
Follow the task instructions and rubric line by line
WGU performance assessments for D759 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 D759 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 D759 assessment as a real deadline.
Stuck on your D759 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 D759
Candidates sometimes add assistive technology generically without tying the specific tool to the student's actual IEP goals and performance data — the rubric typically wants that tool-to-goal connection made explicit.
How GradeEssays helps with D759
Share your student scenario and rubric, and your writer will build a lesson with assistive technology accommodations explicitly justified by the specific IEP goals given.
Get Help With D759
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
D759 has no listed additional prerequisites and focuses specifically on elementary-level students with exceptionalities. Part of WGU's undergraduate Special Education teacher-licensure curriculum.