Bachelor of Science in Elementary Education and Special Education
Empower Elementary and K-12 Special Ed Learners
The Bachelor of Science in Elementary Education and Special Education at Grand Canyon University is a dual degree program that leads to licensure. The program includes coursework designed to prepare future educators to teach in elementary settings, as well as coursework that is required of teachers working with mild to moderate exceptionalities in the K-12 setting.
This program is comprised of both pedagogical knowledge and specialized education content. Examine best practices in working with K-12 students with mild to moderate disabilities, including the implementation of Individualized Education Programs (IEPs) to accommodate students’ various learning, behavioral and social needs. Through this comprehensive licensure program, you can pursue your passion for helping students reach their full potential.
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Making a Difference in Diverse Classrooms
Qualified elementary and special needs educators are charged with empowering and inspiring students to achieve their education goals. As a future teacher enrolled in this bachelor’s program, you have the opportunity to guide and nurture children while confidently navigating the changing landscape of inclusive education laws and procedures.
At GCU, our biblically rooted curriculum infuses the Christian worldview directly into the coursework. There is a focus on professional ethics and the application of biblical principles to modern ethical dilemmas. Our Christian university strives to graduate work-ready teachers who are prepared to tackle any challenge presented by the modern educational landscape.
Key Concepts in this Dual Teaching Program
Both elementary and inclusive education teachers need to be fully equipped with pedagogical knowledge and instructional techniques to support their students. This dual program teaches critical concepts, such as:
- Classroom and lesson planning best practices
- Specialized instruction for diverse students
- Classroom modifications and accommodations for students with exceptionalities
- Advocating for students’ individual needs
Elementary students and students with exceptionalities deserve teachers with excellent pedagogical backgrounds to teach and advocate for them. Faculty teach specialized education courses in the areas of learning disabilities, emotional and behavioral disabilities and other physical and cognitive impairments.
[Tuition, Fees and Financial Aid]
Online: $455 per credit
[Tuition, Fees and Financial Aid]
Cost of Attendance
Elementary and Inclusive Education Coursework
As a future educator in this bachelor’s degree program, you will be taught:
- Assessment strategies
- Developmentally appropriate pedagogy
- Classroom management
- Collaboration with general elementary education teachers (mainstreaming support)
- Adaptive learning for the least restrictive environment
- Personalized learning strategies for student achievement
You will complete a full-time, 16-week student teaching component at the end of this degree program. The first eight weeks of student teaching take place in a general education setting. The second eight weeks are completed in an inclusion classroom, resource room or self-contained classroom, serving students with mild to moderate exceptionalities. You will complete your special ed student teaching experience under the supervision of a certified special educator.
Upon graduation, you may qualify for a teaching certificate. Additional testing, practicum hours or experience may be required to attain elementary or specialized education teaching licensure.
Career Paths for Program Graduates
Many educators find elementary and adaptive education to be a calling that allows them to serve their community and nurture the next generation. Upon graduation, you may decide to pursue work as a pre-K-12 special education teacher or a special education teaching assistant. Each state has different requirements, so be sure to check with the state department of education in the state where you plan to teach to ensure you meet all licensure requirements.
Work Environments for Exceptional Student Educators
By earning a specialized education bachelor’s degree, you might apply for employment opportunities within the following settings:2,3
- Elementary classrooms
- Child daycare facilities
- Middle or high school classrooms designated for students with exceptionalities
- Residential facilities
- Hospitals
- Homes of students with exceptionalities
Earn Your Teaching Degree From an Institutionally Accredited University
The Association for Advancing Quality in Educator Preparation (AAQEP) is a national accrediting organization that has been recognized by the Council for Higher Education Accreditation. GCU is proud to be a member in good standing of the AAQEP, with many education degrees accredited by the organization, including the Bachelor of Science in Elementary Education and Special Education. This designation is awarded to a degree program found to effectively prepare educators to deliver instructional excellence for their students.
GCU is an institutionally accredited university that prioritizes academic quality across all our colleges and programs. In addition, the Higher Learning Commission has continually accredited GCU since 1968. The College of Education shares the university’s commitment to upholding the principles and standards established by our accrediting bodies.
Frequently Asked Questions
Before choosing an education degree program, it’s wise to take a moment to reflect thoughtfully upon your career goals and academic options. GCU has compiled the following FAQs and answers to help guide your decision-making process.
You will typically need a minimum of a bachelor’s degree with a focus on education or inclusive education to become a teacher for students with exceptionalities. Along with a degree, you will also need to gain experience hours in the classroom. This may be included as part of your bachelor’s program and is required for certification or licensure. Lastly, you will need to review your specific state’s certification or licensure requirements needed to obtain licensure before you begin teaching. Requirements will vary by state and institution, but all states require public school teachers to be licensed or certified.4
According to the U.S. Bureau of Labor Statistics, special education teachers have a median annual wage of $65,910 as of May 2023.1 While the number of months may vary depending on the type of organization you’re working for, an inclusive education teacher typically will work a 10-month school year and have a two-month vacation in the summer.5 This can be appealing for those looking to stray away from a traditional year-round work schedule.
With the flexibility and convenience of online learning, you can examine essential knowledge and specific teaching skills to work toward teaching students with exceptionalities. Designed for those unable to attend in-person classes, online bachelor’s programs offer the same curriculum as traditional on-campus programs. They require dedication and hard work to progress through the curriculum and pursue options in the field.
According to the U.S. Bureau of Labor Statistics, employment of special education teachers at the kindergarten and elementary school level across the U.S. is highest in Texas, California, New York, Illinois and New Jersey, while states including New Mexico, Alabama, Wyoming, Idaho and Montana rank at the lowest levels of inclusive education teacher employment.6
Prepare to make a difference in the lives of young students with exceptionalities.
If seeking licensure or certification, applicants to the program are responsible for contacting their state department of education for licensure requirements and program approval. In addition, fingerprint and background clearance is required.
1 The earnings referenced were reported by the U.S. Bureau of Labor Statistics (BLS) Special Education Teachers, as of May 2023, retrieved on June 5, 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.
2 U.S. Bureau of Labor Statistics. (2024, April 17). Special education teachers: Work environment. Occupational Outlook Handbook. Retrieved May 28, 2024.
3 U.S. Bureau of Labor Statistics. (2024, April 17). Kindergarten and elementary school teachers: Work environment. Occupational Outlook Handbook. Retrieved May 28, 2024.
4 U.S. Bureau of Labor Statistics. (2024, April 17). How to become a special education teacher. Occupational Outlook Handbook. Retrieved May 28, 2024.
5 IResearchNet. (n.d.). Special education teacher career. Retrieved May 28, 2024.
6 U.S. Bureau of Labor Statistics. (2023, May). Occupational employment and wages, May 2023, 25-2042 special education teachers, kindergarten and elementary school. Occupational Employment and Wage Statistics. Retrieved May 28, 2024.
General Education Requirements
General Education coursework prepares Grand Canyon University graduates to think critically, communicate clearly, live responsibly in a diverse world, and thoughtfully integrate their faith and ethical convictions into all dimensions of life. These competencies, essential to an effective and satisfying life, are outlined in the General Education Learner Outcomes. General Education courses embody the breadth of human understanding and creativity contained in the liberal arts and sciences tradition. Students take an array of foundational knowledge courses that promote expanded knowledge, insight, and the outcomes identified in the University's General Education Competencies. The knowledge and skills students acquire through these courses serve as a foundation for successful careers and lifelong journeys of growing understanding and wisdom.
Requirements
Upon completion of the Grand Canyon University's University Foundation experience, students will be able to demonstrate competency in the areas of academic skills and self-leadership. They will be able to articulate the range of resources available to assist them, explore career options related to their area of study, and have knowledge of Grand Canyon's community. Students will be able to demonstrate foundational academic success skills, explore GCU resources (CLA, Library, Career Center, ADA office, etc), articulate strategies of self-leadership and management and recognize opportunities to engage in the GCU community.
Course Options
- UNV-103, University Success: 4
- UNV-303, University Success: 4
- UNV-108, University Success in the College of Education: 4
Requirements
Graduates of Grand Canyon University will be able to construct rhetorically effective communications appropriate to diverse audiences, purposes, and occasions (English composition, communication, critical reading, foreign language, sign language, etc.). Students are required to take 3 credits of English grammar or composition.
Course Options
- UNV-104, 21st Century Skills: Communication and Information Literacy: 4
- ENG-105, English Composition I: 4
- ENG-106, English Composition II: 4
Requirements
Graduates of Grand Canyon University will be able to express aspects of Christian heritage and worldview. Students are required to take CWV-101/CWV-301.
Course Options
- CWV-101, Christian Worldview: 4
- CWV-301, Christian Worldview: 4
Requirements
Graduates of Grand Canyon University will be able to use various analytic and problem-solving skills to examine, evaluate, and/or challenge ideas and arguments (mathematics, biology, chemistry, physics, geology, astronomy, physical geography, ecology, economics, theology, logic, philosophy, technology, statistics, accounting, etc.). Students are required to take 3 credits of intermediate algebra or higher.
Course Options
- MAT-154, Applications of College Algebra: 4
- MAT-144, College Mathematics: 4
- PHI-105, 21st Century Skills: Critical Thinking and Problem Solving: 4
- BIO-220, Environmental Science: 4
Requirements
Graduates of Grand Canyon University will be able to demonstrate awareness and appreciation of and empathy for differences in arts and culture, values, experiences, historical perspectives, and other aspects of life (psychology, sociology, government, Christian studies, Bible, geography, anthropology, economics, political science, child and family studies, law, ethics, cross-cultural studies, history, art, music, dance, theater, applied arts, literature, health, etc.). If the predefined course is a part of the major, students need to take an additional course.
Course Options
- HIS-144, U.S. History Themes: 4
- PSY-102, General Psychology: 4
- SOC-100, Everyday Sociology: 4
Required General Education Courses
Course Description
This course provides an overview of the principal political, economic, and cultural themes and constitutional developments that shaped the United States from the Colonial period into the 20th Century.
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. Teacher candidates explore the implications of growth and development for designing and implementing appropriate and challenging learning experiences. This survey of the theories and research related to how children and young adolescents grow and learn allows teacher candidates to build foundational knowledge for constructing learning experiences that take into consideration students' developmental levels, prior experiences, interests, and culture. Upon completion of this course, teacher candidates will have reflected on personal values and biases and established professional learning goals that reflect codes of ethics, professional standards practices, and relevant laws and policies related to the field of education. Practicum/field experience hours: None. Fingerprint clearance not required.
Core Courses
Course Description
Teacher candidates build foundational knowledge on learning theories to identify and design culturally responsive lessons and a variety of assessments that effectively engage and assess diverse learners. Teacher candidates will apply the major concepts, principles, theories, and research related to the cognitive, linguistic, social, emotional, and physical development of children and young adolescents to design and modify instruction and a variety of assessments. Focus is placed on strategies that support learners in self-reflection, goal setting, and identifying quality work. Practicum/field experience hours: None. Fingerprint clearance not required.
Course Description
This is the first in a two-course sequence designed for prospective elementary school teachers. Concepts include set theory, functions, numeration systems, number theory and properties of the natural numbers, integers, rational numbers, ratios, proportions, decimals, and percents, with an emphasis on problem solving and critical thinking.
Course Description
Teacher candidates are introduced to the educational needs of students with mild to moderate disabilities and their families, including the definitions, characteristics, prevalence, causes and educational approaches to these disabilities and disorders. Teacher candidates will identify preventative and responsive practices related to cognitive, linguistic, social, and emotional patterns of learning and development for students with mild to moderate disabilities. Emphasis is placed on identifying appropriate times to differentiate, modify, or accommodate to support student learning. Teacher candidates also survey the special education process involving the application of various laws and regulations. Practicum/field experience hours: None. Fingerprint clearance not required.
Course Description
In this writing intensive course, teacher candidates examine how to establish and maintain inclusive and collaborative learning environments that promote positive and safe relationships, active engagement, high expectations, and equity for all students. Teacher candidates focus on expanding students' ability to collaborate and communicate through multiple modes and forms of communication. Practicum/field experience hours: 20. Fingerprint clearance required.
Course Description
In this writing intensive course, teacher candidates study how to teach a diverse population of students by examining the foundations and dimensions of social justice in education, social constructs, privilege, prejudice, and oppression with the goal of becoming culturally competent educators.
Course Description
This is the second in a two-course sequence designed for prospective elementary school teachers. Concepts include elementary probability, data analysis, descriptive statistics, geometry of shapes in two and three dimensions, congruence and similarity, measurement, and geometric transformations, with an emphasis on problem solving and critical thinking. Prerequisite: MAT-150.
Course Description
Teacher candidates will collaborate with a variety of stakeholders to investigate culturally and linguistically appropriate assessment procedures and tools. Teacher candidates will build foundational knowledge regarding the use of multiple methods of assessment and data-sources for eligibility and educational decisions for students with mild to moderate disabilities. Focus is placed on building effective partnerships with all stakeholders and applying ethical guidelines, legal policies, and effective conflict resolution strategies when determining eligibility for special education. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: SPD-208.
Course Description
Teacher candidates examine how to teach foundational skills to develop proficient readers with the capacity to comprehend texts across a range of texts and disciplines. Teacher candidates build additional knowledge regarding print concepts, phonological awareness, phonics and word recognition, and fluency to promote early literacy and independent readers. Collaboration with all stakeholders when designing literacy instruction to meet the needs of specific learners is examined. The science surrounding reading instruction is explored and put into practice with this foundational knowledge. Additionally, teacher candidates use a variety of data to reflect on teaching practices, inform instruction, and improve student learning. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: ELM-211.
Course Description
Teacher candidates examine typical and atypical language development and associated disabilities and disorders. Emphasis is placed on creating appropriate, meaningful learning experience that support progression towards measurable outcomes and IEP goals. Teacher candidates investigate the use of various assistive technologies, modifications, and accommodations to support and enhance the communication and learning of students with exceptionalities and explore effective practices for modeling these for colleagues. Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisite: SPD-208.
Course Description
This course is a survey of the Arizona constitution and government. It meets the teacher certification requirement for Arizona government.
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 survey professional ethical principles, professional practice standards, law and regulations that guide special educators. Teacher candidates examine how to advocate for the profession in a variety of ways, including collaborating with all stakeholders to support students’ needs in the development of Individualized Education Programs (IEPs) and accommodating the general education curriculum to address the individual learning needs of students with mild to moderate disabilities. Emphasis will be placed on creating a developmentally appropriate and least restrictive environment that includes effective routines and procedures for students with exceptionalities. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: MMS-300.
Course Description
Teacher candidates will build an evidence-based foundation for teaching science standards including research on the ways students learn science effectively through creating real-world connections that motivate students, promote cross-curricular skills and inquiry, and extend learning locally and globally. Teacher candidates will examine and implement inquiry-based instructional strategies for teaching science lessons about physical science, earth and space science, life science, and health that integrate the science standards and practices. Emphasis is placed on collaboration and digital literacy to promote learner development, achievement, and well-being. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: ELM-211.
Course Description
Teacher candidates will examine a variety of instructional strategies to encourage students, including individuals with mild to moderate disabilities and other exceptionalities, to develop understanding and connections within the major concepts and procedures that define number and quantity, algebra, geometry, measurement, and statistics and probability and to build higher-order skills to apply knowledge in meaningful ways. From this foundational knowledge, teacher candidates select, adapt, and use research-based methodologies and interventions in academic and specialized mathematics curricula to plan specially designed instruction that advances the learning of all students, including students with mild to moderate disabilities. Emphasis is placed on using multiple assessments that ethically and equitably measure students' prior knowledge and growth and can be used to plan mathematics instruction. Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisite: ELM-211.
Course Description
Teacher candidates examine case management practices and strategies and a transition process that will lead to students meeting short and long-term goals. Legal and instructional requirements, analyzing data, and documentation of students’ progress as part of case management and transition planning are examined. Teacher candidates investigate collaboration with general education teachers and paraprofessionals, 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: 20. Fingerprint clearance required. Prerequisite: MMS-300.
Course Description
Teacher candidates analyze and evaluate data and behavioral interventions to determine how to create safe, inclusive, culturally responsive face-to-face and virtual learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination. Teacher candidates focus on behavior management, functional behavior assessments, adaptive behaviors, positive behavior interventions and supports, behavior improvement plans, and school-based systems of intervention for students with and without exceptionalities. Emphasis is placed on collaboration with general education teachers to meet the needs of all students in the inclusive classroom. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisites: ELM-251 and MMS-300.
Course Description
Teacher candidates explore and modify a variety of instructional strategies and curriculum used to meet individualized listening, speaking, reading, and writing goals. Teacher candidates design instruction that is explicit and systematic, including flexible and focused grouping to support diverse learners, and provide students with exceptionalities with multiple ways to demonstrate knowledge and skills in English Language Arts. Emphasis is placed on supporting students’ face-to-face and virtual collaboration skills. 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, adapt, and use research-based instructional strategies and interventions in academic and specialized curricula to advance the learning, motivation, and engagement for all students, including those with mild to moderate disabilities, with attention focused on reading. Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisite: ELM-316.
Course Description
Teacher candidates will examine a variety of instructional strategies to encourage students to independently and collaboratively develop a deep understanding of the major concepts and modes of inquiry from the study of social studies. Teacher candidates will build foundational knowledge on promoting elementary students' abilities to critically analyze and make informed decisions that consider multiple perspectives as citizens of a culturally diverse local and global society. Teacher candidates will integrate the performing and visual arts as primary media for communication, creativity, and engagement among elementary students. Additionally, advocacy for students, families, schools, and the community to strengthen the learning environment, promote student success, and demonstrate leadership is explored. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: ELM-211.
Course Description
Session A is the first 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
This course includes an 8-week full-time student teaching experience in a K-12 special education mild to moderate classroom where teacher candidates engage in experiences that include 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. Fingerprint clearance required.
Join Grand Canyon University’s vibrant and growing campus community, with daytime classes designed for traditional students. Immerse yourself in a full undergraduate experience, complete with curriculum designed within the context of our Christian worldview.
Pursue a next-generation education with an online degree from Grand Canyon University. Earn your degree with convenience and flexibility with online courses that let you study anytime, anywhere.
* 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.