Master’s in Elementary Education and Special Education (Non-Licensure)
Prepare To Teach Elementary Students — Including Students With Exceptionalities
The Master of Education (MEd) in Elementary Education and Special Education non-licensure program at Grand Canyon University is designed for candidates interested in the education of children in elementary (K-8) and mild to moderate special education (K-12) settings. Courses are designed to cover a broad range of content areas, from ethical and legal practices to instructional planning and beyond.
Within the program, opportunities are provided to allow you to apply concepts and research through 113 hours of observational and practice-based field experiences. These include both K-8 general education and K-12 special education in mild to moderate settings.
Earn Your MEd in Elementary and Special Education From GCU
Every student in the U.S. has the legal right to a free appropriate public education (FAPE).1 Students who have mild to moderate exceptionalities, such as learning disorders, can be empowered to overcome obstacles. As an educator, you have an opportunity to make a positive difference in the lives of all children, encouraging them to strive toward greater independence and to become productive members of society in the future.
This master’s in elementary special education will explore strategies for inclusive classrooms, examine child and early adolescent development, and delve into classroom management best practices as you work toward earning your master’s in elementary education.
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Licensure vs. Non-Licensure Elementary Education MEd Programs
Courses for both licensure and non-licensure MEd in Elementary and Special Education programs are taught by knowledgeable faculty in their respective fields. Non-licensure MEd programs are typically designed for adult learners who are already licensed or certified teachers working in the field and who are interested in expanding their career qualifications. A non-licensure MEd is also designed for those who are interested in non-licensure teaching positions or non-teaching education careers. Non-licensure programs, such as this master’s in elementary education and special education, do not contain the student experience component necessary to obtain a teaching license; however, they will contain practicum/field experience hours that will be completed in the appropriate and aligned classroom setting.
In contrast, MEd programs that lead to initial teacher licensure are designed for aspiring educators who hold a bachelor’s degree in an area other than education or who completed a non-licensure bachelor’s degree in education. These teacher candidates must meet state requirements for obtaining a teaching license or certification, including but not limited to, fingerprint clearance, certification exams, etc. If you are interested in learning more about the initial licensure version of this program, visit the MEd in Elementary Education and Special Education licensure page.
All courses are directly aligned with Interstate Teacher Assessment and Support Consortium (InTASC) principles and Council for Exceptional Children standards.
Areas of Focus in This Master of Education Program
This MEd in elementary and special education is designed to provide opportunities that help you develop competencies that can help equip teachers to tackle modern challenges in general education, special education and inclusive classrooms. The elementary special education courses cover a range of content areas, including:
- Educational theories and practices including philosophical, historical and sociological influences
- How children and early adolescents develop across cognitive, linguistic, social, emotional and physical areas
- The educational needs of students with mild to moderate exceptionalities including characteristics of disabilities
- Ethical principles and practice standards including laws and regulations for special education teachers
- Planning instructional and assessment strategies for inclusive classrooms
- Methods of teaching specific subject areas, including math, science and health, in inclusive or special education settings
Although this non-licensure MEd does not include a student teaching component, some of the courses do require practicum/field experience hours. These experiential learning components may help you apply concepts from your coursework to practical situations.
Potential Career Paths for Master’s in Elementary Education and Special Education Graduates
Graduates of the program may have the opportunity to work closely with students and to implement individualized educational programs (IEPs) to accommodate various learning, behavioral and social needs. With a firm foundation in elementary special education competencies taught in this program, you may be prepared to teach in K-8 general education and K-12 special education (mild to moderate) settings if you already have an active teacher’s license or certification. If you do not have licensure, you may choose to pursue work in private schools that may not require certification.2
Alternatively, an MEd may teach you the advanced skills that can prepare you to pursue non-teaching careers, including roles that may perform the following duties:3
- Design instructional materials
- Analyze policies
- Assist in developing curriculum and standardized tests
- Contribute to educational research
- Support admissions and educational consultants
GCU Offers Institutionally Accredited Master of Education Programs
The quality of your education as a working professional is important. As an accredited university, GCU is proud to continue our tradition of offering academically comprehensive degree programs that prepare graduates to confidently enter the workforce. At GCU, you can earn your master’s in elementary education under the guidance of knowledgeable instructors who are committed to supporting their students.
Master’s in Elementary Education and Special Education FAQs
Before choosing a degree program that fits your career goals, you may wish to conduct further career-related research. Use the following frequently asked questions and answers to get started.
The salary of an elementary special education teacher can vary by location, employer, years of experience and other factors.4 As of May 2023, the median annual wage for a preschool, elementary, middle or secondary special education teacher was $63,280, according to the U.S. Bureau of Labor Statistics (BLS).5
Children with exceptionalities typically need specially trained teachers to help them overcome learning obstacles. As an elementary special education teacher, you may find personal fulfillment in empowering children with special needs to work toward becoming more independent and to achieve an appropriate education. Although the work may be challenging at times, you may find special meaning in knowing that what you do may truly make a positive difference in the lives of your students.
A special education teacher at the elementary level not only needs to know how to develop lessons and instruct students, but they may also benefit from having the following skills:2
- Critical thinking skills
- Communication skills
- Patience
- Resourcefulness
- Interpersonal skills
Special education teachers often adapt lesson plans to meet the individual needs of their students, and to respond calmly and appropriately to students with behavioral or learning challenges. They also need to collaborate with other members of the school team, such as counselors, administrators and general education teachers, as well as with their students’ parents.2
If you are genuinely passionate about teaching and you have a special interest in working with young children, particularly those who struggle with mild to moderate exceptionalities earning a master’s in elementary education and special education may be worth it. A non-licensure MEd program may also be an ideal choice for professionals who enjoy working in the education field (or would like to do so) but prefer not to work in a classroom. With a non-licensure MEd degree, you may have the opportunity to pursue education-related careers that allow you to potentially make an impact on the lives of students in other ways.
Prepare to equip elementary students to overcome challenges and become thriving young adults. Fill out the form on this page to request more information about GCU’s master’s in elementary 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 Oct. 5, 2023.
2 U.S. Bureau of Labor Statistics (2023, Sept. 6). How to become a special education teacher. Occupational Outlook Handbook. Retrieved Oct. 5, 2023.
3 Indeed (2022, June 24). 31 non-teaching careers for candidates with a master’s in education. Retrieved on Oct. 5, 2023.
4 U.S. Bureau of Labor Statistics (2023, Sept. 6). Special Education Teachers. Occupational Outlook Handbook. Retrieved on Oct. 9, 2023.
5 The earnings referenced were reported by the U.S. Bureau of Labor Statistics (BLS) Special Education Teachers, as of May 2023, retrieved on Dec. 12, 2024. Due to COVID-19, data from 2020 to 2023 may be atypical compared to prior years. BLS calculates the median using salaries of workers nationwide with varying levels of education and experience. It does not reflect the earnings of GCU graduates as special education teachers, nor does it reflect the earnings of workers in one city or region of the country or a typical entry-level salary. Median income is the statistical midpoint for the range of salaries in a specific occupation. It represents what you would earn if you were paid more money than half the workers in an occupation, and less than half the workers in an occupation. It may give you a basis to estimate what you might earn at some point if you enter this career. Grand Canyon University can make no guarantees on individual graduates’ salaries. Your employability will be determined by numerous factors over which GCU has no control, such as the employer the graduate chooses to apply to, the graduate’s experience level, individual characteristics, skills, etc. against a pool of candidates.
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.
- 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
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