Master’s in Elementary Education and Special Education

Master of Education in Elementary Education and Special Education (Leads to Initial Licensure)Initial Program – Leads to Initial Teacher Licensure

Offered By: College of Education

Become Qualified to Teach Elementary and Special Education Students

The Master of Education (MEd) in Elementary Education and Special Education at Grand Canyon University is designed for students seeking licensure in elementary education (K-8) and special education for students with mild to moderate exceptionalities (K-12). All students deserve and have a legal right to a Free Appropriate Public Education (FAPE).1 As a dual-certified teacher, you can have the opportunity to empower students to overcome barriers to success, with or without exceptionalities. Dual certification in elementary education and special education may also increase opportunities for employment due to your enhanced professional versatility.2 

In GCU’s master’s in elementary education and special education degree program, you will examine strategies for creating inclusive classrooms and applying research based instructional methods designed to facilitate your students. You will be taught to tackle modern challenges as an educator in public or private school settings.

Teacher helping special education student
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Benefits of Pursuing Your MEd in Elementary Special Education From GCU

At GCU, you have the opportunity to benefit from a comprehensive curriculum that covers a broad range of topics, including examinations of professional ethics, classroom management and instructional methods. You will be taught to apply concepts, theories and research throughout the program with focused experiences that can guide you through 113 hours of observational and practice-based field experiences in K-8 elementary settings, as well as K-12 special education in mild to moderate settings. Once you graduate, you will be prepared to pursue work with special education student populations. You will study and practice how to implement Individualized Educational Programs (IEPs) to accommodate the students’ various learning, behavioral and social needs. 

TOTAL CREDITS & COURSE LENGTH:
Total Credits: 57
Online: 6 weeks
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TRANSFER CREDITS:
Up to 12 credits or 1/3 of the total program requirements in transfer (whichever is less)
TUITION RATE:
Online: $625 per credit
[Tuition, Fees and Financial Aid]

Cost of Attendance

This master’s degree is offered online as a benefit to those who prefer to study remotely, using flexible learning opportunities. Study from virtually anywhere as you work toward your career goals, qualifications and your ability to provide instruction to your students.3 GCU’s interactive e-learning platform can enable you to benefit from discussions with your fellow learners and instructors, while receiving the same quality of instruction as on-campus students do.

This MEd program is also available via on-campus evening classes. The flexible scheduling can allow you to continue to meet your existing obligations while working toward your degree.

You have the option to complete your MEd elementary education and special education courses on campus in the evening at GCU. Evening courses take place once a week, one class at a time. If you prefer face-to-face interaction in a more traditional classroom environment at a time that works for you, evening classes may be ideal for you. 

All aspiring public school teachers in the U.S. must earn licensure or certification.4 This degree program may allow you to meet elementary and elementary special education teacher requirements in Arizona and other states. Contact the state department of education for specific licensure requirements.  

You should consult the Grand Canyon University Catalog, the University Policy Handbook and a university counselor to obtain information regarding current policies and procedures inherent in a teacher licensure program. Upon graduation, you may be eligible to pursue the Mild to Moderate Disabilities Special Education, K-12 Certificate and the Elementary Education K-8 Certificate in the state of Arizona. 

You must be prepared to complete a full-time, 16-week student teaching component at the end of the program. Eight weeks of student teaching will need to be completed in a K-8 general education setting with a certified elementary education teacher. Additionally, you will need to complete eight weeks of teaching in a K-12 mild to moderate special education setting with a certified special education teacher.

Coursework You Can Expect in This MEd Program

Courses are taught by knowledgeable faculty in their respective fields. All courses are directly aligned with Interstate Teacher Assessment and Support Consortium (InTASC) principles, and Council for Exceptional Children (CEC) standards. 

Topics included in this program are:

  • Developmental and psychological aspects of children and early adolescents
  • Characteristics of intellectual disabilities
  • Ethical and legal practices for educators
  • Collaboration and communication strategies for students with exceptionalities and others
  • Assessment, eligibility and transition planning in inclusive classrooms
  • Classroom management and engagement
  • Literacy development
  • Supporting English language learners (ELLs)
  • Instructional planning
  • Methods of teaching academic subject areas, including science, health, math, language arts, social studies and the arts 

Career Opportunities for MEd Degree Graduates

Graduates who possess the skills and characteristics necessary to teach elementary students, have the opportunity to set themselves up to potentially pursue work in a variety of leadership roles within the education industry, including:

This online master’s in elementary education and special education degree can also provide a foundation for pursuing your doctoral degree in education or related disciplines.

GCU Offers Institutionally Accredited MEd Programs

Before choosing a program that meets elementary special education teacher requirements, it’s important to ensure that the school you choose is institutionally accredited. This accreditation is a reflection of the quality of the college or university. GCU is proud to be an institutionally accredited university. Furthermore, the format and courses of this program are designed to create learning opportunities and professional development for teacher candidates. 

GCU offers a non-licensure version of this master’s in secondary education and special education to help current educators enhance their expertise in teaching students with mild to moderate exceptionalities without pursuing licensure requirements. The non-licensure version may be ideal for professionals already established in their careers and who want to deepen their understanding of pedagogy and innovative teaching methods within general education and special education classroom settings. Individuals may choose the non-licensure track if they do not require additional licensure credentials, such as practicum/field experience hours, fingerprint clearance, passing the state exam for teaching licensure, etc. or if they seek greater flexibility in their studies. 

Master’s in Elementary Education and Special Education FAQs

Before beginning on your intended career pathway, you likely have many questions. We’ve researched and answered your most frequently asked questions to help you make this big decision.

This program offers dual licensure in elementary and mild to moderate special education. A dual licensure or dual certification teacher is one who has obtained two teaching licenses or certifications.5 This enables you to teach multiple subject areas or student populations. Dual licensure offers a number of potential benefits for teachers. These include:2

  • The potential to have a greater impact in the classroom through better preparation for a range of challenges
  • A diverse teaching skillset
  • A pool of potential job opportunities to pursue
  • The opportunity to increase competitiveness in the job marketplace

In addition to the benefits of dual licensure for teachers, it may have a positive impact on students. One study found that students with exceptionalities tend to score higher in mathematics when they are taught by dual-licensed teachers.5

While admissions requirements can vary between programs, most master’s degree applicants are considered on the basis of their undergraduate GPA and/or scores on the GMAT or GRE. While some programs may require a higher GPA, most master’s degree applicants are required to have a 2.8 GPA or higher, and your undergraduate degree must have been earned at an institutionally accredited school. 

We're here to navigate you through the admission process and address any inquiries you may have about life as a Lope. Contact a university counselor to discuss the requirements for this online master’s in elementary education and special education program.

The mission of an elementary special education teacher is to ensure every student receives access to a FAPE under special education law, and that they are empowered to overcome their unique challenges.1 You can position yourself to find work in a special education classroom or in an inclusive general education classroom that includes students with exceptionalities. You may be responsible for performing student assessments, contributing to the development of IEPs, and ensuring that each student’s IEP is administered properly.6 

These teachers work closely with students, providing encouragement and customized learning support. You may find the work of a these teachers at the elementary level to be rewarding and you may have the opportunity to help students develop a stronger foundation for a more independent future.

As a dual licensure teacher, you may have the opportunity to empower and inspire the generations to come. Turn your passion for teaching into purpose and apply today for enrollment in GCU’s online master’s in elementary education and special education.

If you are seeking licensure/certification, please refer to the Accreditation and Compliance/State disclosures link for the specific program of interest’s website for your location and/or employment state licensure requirements, per 34 CFR 668.14(b)32 and 668.43(c).

1 Office for Civil Rights. (2010, August). Free Appropriate Public Education for Students With Disabilities: Requirements Under Section 504 of The Rehabilitation Act of 1973. U.S. Department of Education. Retrieved on Sept. 8, 2023. 

2 Pasini, R. (2017, November). The Benefits of Earning Dual Certification As a New Teacher. Study.com. Retrieved on September 8, 2023. 

3 Excluding observational and practice-based experiences, and student teaching.

4 U.S. Bureau of Labor Statistics. (2023, Sept. 6). How to Become a Kindergarten or Elementary School Teacher. Occupational Outlook Handbook. Retrieved September 8, 2023. 

5 Kirksey, J. and Lloydhauser, M. (2022, April 15). Dual Certification in Special and Elementary Education and Associated Benefits for Students With Disabilities and Their Teachers. Sage Journals. Retrieved on September 8, 2023. 

6 U.S. Bureau of Labor Statistics. (2023, Sept. 6). What Special Education Teachers Do. Occupational Outlook Handbook. Retrieved on September 8, 2023. 

Course List

Major:
57 credits
Degree Requirements:
57 credits

Core Courses

Course Description

Teacher candidates survey the philosophical, historical, and sociological influences upon which educational theories and practices are constructed, and explore a variety of the common issues, trends, and opportunities that professional educators face in the field. Teacher candidates prepare for the graduate learning experience at Grand Canyon University by developing and strengthening the skills necessary to succeed as graduate students, including graduate level writing and research. Practicum/field experience hours: None. Fingerprint clearance not required.

Course Description

Candidates examine the United States Constitution, and the constitution of the State of Arizona. From this foundational review, candidates will explore application of the United States Constitution and the constitution of the State of Arizona in educational contexts.

Course Description

Teacher candidates survey how children and early adolescents grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas while understanding the implications for designing and implementing developmentally appropriate and challenging learning experiences. This survey of the seminal concepts, principles, theories, and research related to development of children and young adolescents will allow teacher candidates to build foundational knowledge for constructing learning opportunities that support individual students’ development, acquisition of knowledge, and motivation. Practicum/field experience hours: None. Fingerprint clearance not required.

Course Description

Teacher candidates survey mild to moderate disabilities including definitions, characteristics, prevalence, causes and educational approaches to these disabilities and disorders and how to use research-based best practices to meet the diverse needs of students with exceptionalities. Teacher candidates will study the laws and regulations that govern the special education process and examine strategies for advocating for individuals with exceptionalities and their families to address their diverse needs and prevent bias. Additionally, professional development in the field of special education and opportunities to advocate for the profession are explored. Practicum/field experience hours: None. Fingerprint clearance not required.

Course Description

In this course, teacher candidates will learn the foundations of creating safe, productive, and inclusive classroom environments. They will explore strategies for fostering motivation and engagement, tailored for both general and special education settings. Candidates will learn to analyze data from a variety of sources to determine the purpose of interfering behaviors and determine behavior management and adaptive strategies to address the behaviors. Additionally, they will dive into functional behavior assessments and behavior intervention plans, preparing them to effectively support all learners. Prerequisite: MMS-508.

Course Description

This course equips teacher candidates with essential skills for planning instruction and assessments in inclusive classrooms. Candidates will distinguish between differentiation, modifications, accommodations, and specially designed instruction (SDI) to support diverse student learning. Through exploration of instructional strategies and technology integration, candidates will enhance students’ motivation for learning and active engagement. They will practice evaluating student progress with both formal and informal assessments. The course emphasizes understanding and applying information from students’ IEPs, ensuring instructional strategies meet each student's needs. Candidates will also look at strategies for collaborating with other educators to refine instructional practices and support inclusive learning environments. Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisite: MMS-508.

Course Description

Teacher candidates explore components of typical and atypical literacy development for students with or without exceptionalities. Coursework emphasizes research-based phonics development and the science of reading, including phonics, phonemic awareness, vocabulary, fluency, and comprehension. Teacher candidates focus on assessing developmental and other literacy concerns, including dyslexia and other reading disabilities, using a variety of formal and informal assessments that provide valid, reliable data. Focus is placed on designing learning experiences that implement accommodation strategies to support literacy development, apply flexible grouping, and enhance independent learning. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: MMS-508.

Course Description

In this course, teacher candidates examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion (SEI) and other instructional programs and approaches for teaching English learners. Theoretical principles of language acquisition and the role of culture in learning are examined. Methods of assessment are identified and analyzed. Teacher candidates identify strategies to promote English language development and improve student achievement as they plan, deliver, and evaluate standards-based instruction for English learners. Practicum/field experience hours: 15. Fingerprint clearance required.

Course Description

Teacher candidates will investigate culturally and linguistically appropriate diagnostic and assessment tools and the ethical guidelines and legal policies and procedures that are important to consider during assessment and eligibility determination. Teacher candidates will build foundational knowledge regarding the use of multiple methods of assessment and data sources for making diagnostic and educational decisions for individuals with mild to moderate disabilities, including when determining modifications to the general education curriculum. Additionally, collaboration with stakeholders to determine, assess, and analyze student needs and progress is explored. Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisite: MMS-508.

Course Description

Teacher candidates explore the language processing requirements of proficient reading and writing, including explicit, systematic, cumulative, and multisensory instruction that integrates listening, speaking, reading, and writing. In addition, disabilities, such as dyslexia, are reviewed to understand how they affect the acquisition of reading skills and how they vary in presentation and degree. Teacher candidates select, differentiate, and implement research-based instructional strategies and interventions in academic and specialized curricula to advance the learning for all students, including those with mild to moderate disabilities, with attention focused on literacy, reading, and other cross-disciplinary skills. Focus is placed on analyzing data from a variety of assessments to identify students’ prior knowledge, inform instruction, and provide feedback. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisites: MMS-530 and (ESD-520 or MMS-520) or approved enrollment in the Graduate Certificate in Special Education, Mild to Moderate.

Course Description

Teacher candidates survey professional ethical principles, professional practice standards, and laws and regulations that guide special educators in understanding the multiple roles and complex situations of professional practice that require attention to a variety of legal, professional, and ethical dilemmas. Strategies and technology for communicating progress and collaborating with all stakeholders to meet the needs of students with exceptionalities are explored. Additionally, teacher candidates focus on developing an individualized education program (IEP). Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisite: MMS-540.

Course Description

In this course, teacher candidates explore teaching fundamental science and health concepts within an inclusive classroom setting. They will analyze diverse factors influencing student learning and motivation while incorporating resources, media, and technology to enhance learning outcomes. The course emphasizes how to create developmentally appropriate and meaningful learning experiences tailored to the individual needs, strengths, and interests of students with and without exceptionalities. Additionally, candidates will explore innovative teaching methods and differentiated instruction to provide explicit, systematic instruction that allows learners multiple opportunities to demonstrate knowledge and skills. Prerequisite: ESD-520.

Course Description

Teacher candidates examine case management practices and strategies and the transition process. Legal and instructional requirements, culturally responsive collaboration and communication, and documentation of students’ progress as part of case management and transition planning are examined. Teacher candidates investigate collaboration with general education teachers, including when modifying the general education curriculum and planning specially designed instruction that meets the learning needs of students with exceptionalities. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: MMS-540.

Course Description

Teacher candidates build foundational knowledge of a variety of research-based instructional materials, strategies, and interventions to advance the learning of students with mild to moderate disabilities in mathematics. Technology, including assistive technology, is explored as a tool for supporting communication and developing higher-order skills while meeting the diverse needs of learners. Teacher candidates explore methods for engaging learners in analyzing their own assessment results and setting goals. Practicum/field experience hours: 25. Fingerprint clearance required. Prerequisite: MMS-520 or ESD-520 or approved enrollment in the Graduate Certificate in Special Education, Mild to Moderate.

Course Description

This course prepares teacher candidates to effectively teach social studies and the arts within inclusive classrooms. Candidates will explore strategies for creating sustainable learning environments that accommodate diverse needs and foster cultural understanding. The course integrates co-teaching and collaboration strategies to enhance inclusivity, equity, and support for students with exceptionalities and their families. By incorporating opportunities for small group instruction, candidates will engage students in meaningful, inquiry-based learning experiences in face-to-face and virtual settings. Additionally, the course emphasizes the use of technology and media resources to support diverse learners and promote global citizenship. Prerequisite: ESD-520.

Course Description

Session A is one of two 8-week sessions of the student teaching experience that includes practical classroom experiences, research, analysis, and teaching to develop a Student Teaching Evaluation of Performance (STEP). The teacher candidate will have a GCU course instructor, a GCU faculty supervisor, and be placed in an approved school with a certified cooperating teacher/mentor. Practicum/field experience hours: None. Fingerprint clearance required.

Course Description

Session B is one of two 8-week sessions of the student teaching experience. Teacher candidates engage in the student teaching experience that includes practical classroom experiences, research, analysis, and teaching to develop an Individualized Education Program (IEP) Performance Template related to special education services. The teacher candidate will have a GCU course instructor, a GCU faculty supervisor, and be placed in an approved school with a certified cooperating teacher/mentor. Practicum/field experience hours: None. Fingerprint clearance required.

  • GCU cannot and will not promise job placement, a job, graduate school placement, transfer of GCU program credits to another institution, promotion, salary, or salary increase. Please see the Career Services Policy in the University Policy Handbook.
  • Please note that this list may contain programs and courses not presently offered, as availability may vary depending on class size, enrollment and other contributing factors. If you are interested in a program or course listed herein please first contact your University Counselor for the most current information regarding availability.
  • Please refer to the Academic Catalog for more information. Programs or courses subject to change

Locations

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