D764 is a term 3 course in WGU's Master of Arts in Teaching, Special Education, listed in the guidebook at 2 competency units.
It prepares teachers to work with parents, staff and other professionals to plan programs and access services, using culturally responsive communication, and to teach families and students advocacy through IEP and transition planning.
The master's version leans on interpersonal skill. Candidates create an IEP, take part in a simulated annual review and complete three hours of preclinical experience. Career changers often know how to write but have not led a meeting where parents are worried, so the course is as much about listening as documentation.
Course at a Glance
| Item | Details |
|---|---|
| University | Western Governors University |
| Program | Master of Arts in Teaching, Special Education |
| Code | D764 (check your degree plan) |
| Size and term | 2 competency units, term 3 |
| Experience component | Simulated annual review and three hours of preclinical experience |
What D764 Covers
| Competency area | Focus |
|---|---|
| Create an IEP with the ITP | Collaborative planning with staff, community and parents |
| Build consensus | Communicating with stakeholders in a school setting, with culturally responsive practice |
| Foster advocacy | Connecting families to resources and strengthening student and family voice |
Key Concepts Explained
Consensus, Not Persuasion
A strong meeting leader finds shared goals before discussing disagreement. The aim is a plan the whole team will carry out, not a win for one position.
Example: A parent wants more time in general education while the teacher proposes a resource room. A consensus approach restates the shared goal, access to grade-level learning with the right support, then compares options against evidence and trial periods with data checks.
Advocacy Skills for Families and Students
Teachers help families understand their rights, the document and the next steps. Students, especially older ones, can learn to describe their needs and run part of their own meeting.
Example: A high-school student prepares three sentences: what helps me, what does not, and what I want after graduation. These feed the transition plan directly.
Culturally Responsive Practice
Ask about language preferences, communication style and family priorities rather than assuming. Provide materials in advance and leave space for questions.
Typical Assignments and How to Approach Them
| Assignment type | What it tests | How to approach it |
|---|---|---|
| IEP creation | Alignment of needs, goals, services and transition | Build from present levels and cross-check each goal |
| Simulated review | Collaboration and listening | Plan an agenda, invite every voice, summarize decisions |
| Written reflection | Insight into your communication | Quote specific moments and describe what you would change |
Preparing for the Simulated Review
| Before the meeting | During | After |
|---|---|---|
| Agenda, roles, plain-language summary | Strengths first, questions invited, notes taken | Written summary of agreements and next steps |
| Anticipate objections | Paraphrase concerns before answering | Reflect on what worked |
Practicing the first two minutes aloud makes the rest easier.
Handling Difficult Moments in the Simulation
The review is rarely smooth, and the simulation is designed to test how you respond when it is not. A few steps help you stay constructive.
| Moment | Helpful response |
|---|---|
| A parent disagrees with the proposed placement | Restate their concern, ask what outcome they want, then compare options against data |
| A staff member dominates the discussion | Invite others by name and return to the agenda |
| A term is not understood | Pause, define it plainly and check understanding |
| Emotions run high | Acknowledge feelings, offer a short break and return to shared goals |
Whatever the scenario, document what was decided and what remains open. A clear written follow-up is part of collaborative practice.
Aligning the IEP Document
The document and the conversation should tell the same story. Before the review, check alignment across the main parts of the IEP.
| Check | Question to ask |
|---|---|
| Present levels to goals | Does every goal start from a stated level of performance? |
| Goals to services | Is there a service or support aimed at each goal? |
| Services to setting | Is the placement the least restrictive that delivers the services? |
| Transition to goals | Do post-school goals connect to current courses and activities? |
| Monitoring to review | Is it clear how progress will be reported to the family? |
Running through this list before the simulation helps you answer questions confidently, because you know where each point in the document came from.
Where Students Get Stuck
- Talking more than listening. Aim to hear the family's goals before presenting yours.
- Acronym overload. Define each term the first time.
- Documents that do not match the conversation. Every claim should trace to the IEP.
- Weak reflections. Describe one specific change you would make.
Study Tips for D764
- Role-play with a friend, swapping parent and teacher.
- Prepare three respectful sentences for disagreement.
- Keep goals measurable and tied to present levels.
- Use rubric headings in written parts.
How We Help with D764
Send the instructions, rubric and your draft. We can explain IEP structure, prepare a custom outline and meeting plan, or give feedback on your reflection. Assessment evidence for the IEP is covered in D763.
GradeEssays is independent of Western Governors University. Our work is a study and reference aid: use it to understand the method, then write and submit your own work under WGU's academic integrity policy.
Every order is written from scratch, plagiarism-checked, includes free revisions within the scope of your original request, and is refunded in full if it is late.
Prepare Your D764 Conversation and Document
Share the case file and draft. We prepare a model structure or give feedback on both the IEP and the communication plan.
Start My D764 HelpFree revisions · Full refund if late · Written from scratch for your order
Frequently Asked Questions
The MAT guidebook lists it at 2 competency units, in term 3.
Creating an IEP, a simulated annual review and three hours of preclinical experience, as described by WGU.
D756 is the undergraduate version at 3 units. D764 is the master's version at 2 units, with the same description.
The guidebook describes a simulated experience. Check your course page for requirements.
Adapting how you communicate to a family's language, culture and preferences, and treating them as partners.
No. We help you prepare. You complete the simulation and submit your own work.