D768 is a term 7 course in WGU's Master of Arts in Teaching, Special Education, listed at 2 competency units.
The guidebook describes intensive instruction and accommodation with assistive technology in secondary lesson plans, strategies to develop critical thinking and problem solving, and measurement of progress toward IEP and transition goals for post-secondary and career preparation.
It sits alongside D767 in the same term and shares its structure. The difference is the learner: older students whose time in school is short and whose plans for work, college or independent living are close. That gives graduate candidates a distinct standard to meet, which is purposeful instruction with a visible link to adult outcomes.
Course at a Glance
| Item | Details |
|---|---|
| University | Western Governors University |
| Program | Master of Arts in Teaching, Special Education |
| Code | D768 (check your degree plan) |
| Size and term | 2 competency units, term 7 |
| Learners | Secondary students with mild to moderate exceptionalities |
What D768 Covers
| Competency (WGU wording, summarized) | Evidence you provide |
|---|---|
| Maths strategies and interventions for secondary students, with regular assessment toward IEP and ITP goals | Targeted plan, measure and adjustment |
| Reading and writing strategies and interventions, same cycle | Literacy plan that works across content classes |
| Assistive technology: research, select, demonstrate and teach | Tool choice and student training |
Key Concepts Explained
Starting from the Destination
Backward planning begins with a post-school outcome, such as employment, community college or independent living, and asks what skills lead there.
Example: A student plans to attend a community college welding program. Reading goals focus on technical manuals and safety sheets; maths goals on measurement and fractions in inches; technology covers a measurement app and text-to-speech for long documents.
Critical Thinking Within Interventions
The guidebook names critical thinking and problem solving. Build questions and tasks that ask students to explain choices, not only to repeat steps.
Example: After practicing ratio problems, ask the student to explain which of two store offers is better and how they know.
Writing Across Content Areas
Writing supports such as sentence frames, outlining tools and revising checklists help students show learning in history or science as well as English.
Typical Assignments and How to Approach Them
| Assignment type | What it tests | How to approach it |
|---|---|---|
| Maths intervention plan | Targeted instruction and measurement | Define the deficit, link to ITP, set the monitoring rule |
| Literacy intervention plan | Reading and writing supports | Combine skill instruction with access to content |
| Assistive technology plan | Selection, demonstration, training | Show fit to the student, setting and task |
Working Through the Term 7 Load
| Priority | Why |
|---|---|
| Fix the learner profile first | All three competencies draw on it |
| Write measures before activities | The measure shows whether the activity works |
| Draft technology training last | It depends on the tool you justify |
If you are also working on D767 in the same term, reuse the structure and change the content for age and goals.
Planning Measures Students Will Respect
Older learners disengage from childish probes. Use authentic tasks wherever the competency asks you to assess progress.
| Skill | Authentic task | How often |
|---|---|---|
| Measurement | Reading a ruler to the nearest eighth of an inch on a project plan | Weekly |
| Reading procedures | Answering questions about a real safety sheet | Fortnightly |
| Written communication | Drafting a workplace email with a checklist | Fortnightly |
Each task can be scored against a short rubric, which supports both IEP and transition reporting.
Making Technology Teaching Visible
The technology competency asks you to teach students to use the tool, so show the teaching, not only the tool.
| Phase | What the teacher does | Evidence to describe |
|---|---|---|
| Introduce | Explains purpose and models one task | A short script |
| Practice | Guides the student through authentic work | Checklist of steps |
| Apply | Observes independent use in another class | Teacher note or student reflection |
| Review | Checks the tool still fits | Date and decision |
Including this four-phase outline makes the demonstration and training parts of the rubric easy to find.
Showing Age-Appropriate Choices
Say why a material or task suits an adolescent. A driver's license handbook can serve as a reading text, and a budget for a first apartment can anchor percentages. Choices like these keep dignity intact and make the link to transition obvious, which strengthens both the intervention and the justification.
Where Students Get Stuck
- Not tying to the ITP. State the transition link explicitly.
- Childish materials. Choose age-appropriate texts and contexts.
- Weak measures. Use realistic tasks to monitor progress.
- Technology the student cannot access. Check devices, cost and permissions.
Study Tips for D768
- Write the post-school goal at the top of your notes.
- Check each plan for who, what, how often and by when.
- Practice explaining the tool in two minutes.
- Use rubric headings.
How We Help with D768
Send the instructions, rubric and learner details. We explain strategies, prepare custom plans or give feedback on drafts. Literacy methods continue in D769.
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.
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Frequently Asked Questions
The MAT Special Education guidebook lists 2 competency units, in term 7.
Same description. D760 is the undergraduate version at 3 units; D768 is the master's version at 2 units.
Secondary maths interventions, secondary reading and writing interventions, and integrating assistive technology.
Yes, progress is measured toward IEP goals and transition goals for post-secondary education and career preparation.
Often yes, if your task instructions allow it. It makes your plan more consistent.
No. We tutor, prepare custom answers and give feedback. You submit your own work.