D767 is a term 7 course in WGU's Master of Arts in Teaching, Special Education, listed at 2 competency units.
It uses the same description as the undergraduate course: progress monitoring and evidence-based practice for elementary students with exceptionalities, cognitive and metacognitive strategies, and accommodations that include assistive technology in elementary maths and English language arts lesson plans.
In the master's sequence it follows D766, which gives the teaching toolkit. Here the toolkit meets particular students, so graduate candidates are expected to justify choices carefully, including why a particular technology fits a particular child in a particular classroom.
Course at a Glance
| Item | Details |
|---|---|
| University | Western Governors University |
| Program | Master of Arts in Teaching, Special Education |
| Code | D767 (check your degree plan) |
| Size and term | 2 competency units, term 7 |
| Strands | Mathematics, reading and writing, assistive technology |
What D767 Covers
| Competency (WGU wording, summarized) | Evidence you provide |
|---|---|
| Implements maths strategies and interventions for elementary students to measure progress toward IEP goals | A plan with measures and an adjustment rule |
| Implements reading and writing strategies and interventions with the same cycle | A comparable plan for literacy |
| Integrates assistive technology: research, select, demonstrate and teach students to use it | A justified choice and a teaching sequence |
Key Concepts Explained
Matching a Tool to a Barrier
Begin with what stops the student: handwriting, decoding, working memory, organization or access. Then name the task where the barrier appears and look for a tool that removes it there.
Example: A fourth grader with strong ideas but slow, effortful handwriting. Barrier: transcription. Task: writing paragraphs in class. Tool options: speech-to-text, word prediction or a keyboard with typing instruction. A good answer compares two options and picks one for stated reasons, such as classroom noise making speech-to-text impractical.
Demonstrating a Tool
The demonstration shows the tool in use for the learning task, step by step. Keep it short, specific and tied to the lesson goal.
Teaching Students to Use the Tool
Treat technology like any skill: model, guided practice, independent use and fading support. Plan how the student will carry the tool across subjects.
Example: Week 1, teacher models dictation with punctuation commands. Week 2, student dictates with a checklist. Week 3, student dictates independently and self-checks against the checklist.
Typical Assignments and How to Approach Them
| Assignment type | What it tests | How to approach it |
|---|---|---|
| Intervention plans | Data-linked instruction | Name the goal, the strategy, the measure and the rule for change |
| Technology research and selection | Evidence-based justification | Compare options against student need and environment |
| Technology demonstration | Practical use | Show steps in the context of a lesson |
| Student training plan | Teaching for independence | Sequence modeling, practice and fading |
Pacing a Two-Unit Course in Three Steps
| Step | Deliverable | Check |
|---|---|---|
| Intervention plans | One maths and one literacy plan tied to IEP goals | Each has a measure and an adjustment rule |
| Technology | Comparison of two tools with a choice | The choice names a barrier it removes |
| Teaching | Demonstration and training outline | Support fades over time |
Comparing Two Tools Fairly
The technology competency rewards a fair comparison. Use the same criteria for each option so the choice is visible.
| Criterion | Tool A: speech-to-text | Tool B: word prediction |
|---|---|---|
| Fit to barrier (transcription) | Removes typing demand | Reduces keystrokes and spelling load |
| Classroom setting | Needs quiet space | Works silently |
| Learning curve | Needs punctuation commands | Needs scanning skill |
| Cost and access | Built into many devices | Often an add-on |
The decision then follows: in a noisy classroom, Tool B may be the better fit despite the learning curve. State this reasoning in two or three sentences.
A Short Checklist for the Plan
Before submitting, confirm that each strand shows the same chain of reasoning.
- The IEP goal is quoted or paraphrased and the baseline is stated.
- The strategy fits the skill gap, not just the subject.
- The measure is named, with a frequency.
- A rule says when instruction will change.
- The technology removes a stated barrier and the student is taught to use it.
Ticking these off for both maths and literacy takes a few minutes and prevents most revision requests.
Where Students Get Stuck
- Features instead of fit. Describe the student, not the product brochure.
- No evidence for the tool. Cite research or reputable guidance named in your course resources.
- Ignoring the classroom. Consider noise, devices, network access and routines.
- One-off training. Plan follow-up and fading.
Study Tips for D767
- Keep one case student for all three strands to make connections visible.
- Write a sentence stating the barrier before choosing any tool.
- Rehearse the demonstration out loud.
- Check rubric language for each strand.
How We Help with D767
Send the instructions, rubric and learner details from your course. We explain strategies, prepare custom plans or review your draft. The secondary course is D768.
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.
Strengthen Your D767 Technology Plan
Share the prompt and draft. We prepare a custom plan or give feedback on how well your tool choice is justified.
Start My D767 HelpFree revisions · Full refund if late · Written from scratch for your order
Frequently Asked Questions
The MAT Special Education guidebook lists 2 competency units, in term 7.
Same description. D759 is undergraduate at 3 units; D767 is the master's version at 2 units.
The competency says you research and select a technology, demonstrate how it is used and teach students to use it. Check your task for the format.
That it removes a documented barrier in a specific task and the student can use it in the real setting.
Yes, each has its own competency.
No. We help you plan and rehearse. You complete and submit your own work.