Doctor of Education in Organizational Leadership with an Emphasis in Special Education
Overview
Specialize in K-12 Special Education
Grand Canyon University's Doctor of Education in Organizational Leadership with an Emphasis in Special Education provides training and research to help you become a leader in special education and ensure that all students receive a fair and appropriate education. Evening and online courses afford professionals the opportunity to accelerate their learning while performing in their career.
With an in-depth research-based approach, this doctorate in special education prepares you with the leadership skills needed for the role of an education strategic professional. Examine the history and theories of special education and methods of intervention in all environmental types. From the very first course, you are introduced to our dissertation process by exploring doctoral dispositions.
With subsequent residencies and milestones, you progressively build your confidence in understanding research, writing and dissertation publication.
Degree Outcomes
Develop Your Skills in Special Education
In our EdD in organizational leadership with an emphasis special education, you review current topics in education such as ethical dilemmas and stewardship, corporate social responsibility and the evolution of leadership theories. Analyze student assessment and data to improve fiscal management and ethical decision-making. Study the current and emerging trends in special education, with a focus on law and legal compliance.
What You Will Learn
Provide an Education for All Students
Throughout this Doctor of Education in special education program, you review the following topics:
- Global history and politics of education, with an examination of the political landscape and ethics surrounding education and governmental interventions
- Analysis and application of governance structures in special education
- Human development, educational standards and instructional tools
- Special education stakeholders, including students, parents, faculty, staff and community
- Leadership practices necessary to guide the construction of appropriate internal and external frameworks for educators and students
Career Outcomes
Career Options in Special Education Leadership
This doctorate degree in special education provides educators and consultants with advanced study in educational leadership. Common careers include school administrator, lead special education teacher, special education consultant, curriculum developer, policymaker and learning advocate. Potential workplaces include schools and districts, social service agencies, government agencies and behavioral health organizations.
Course List
Program Core Courses
Course Description
This course introduces students to the principal elements of research and scholarly writing. Learners explore approaches to synthesizing literature and the application of the major components of APA form and style, and learn to coordinate literature searches. Furthermore, they learn how to discern principal arguments, analyze research questions, and clearly identify the key scholarly attributes to journal articles and other sources of scholarly data. This course also introduces learners to the University’s overarching values and beliefs regarding research and the responsibility scholars have in continuing a tradition of contributing to an ever-growing body of knowledge.
Course Description
This course provides an overview of seminal leadership theories and models. Learners focus on understanding the development and evolution of leadership theories and the range and emphasis of leadership research. Prerequisite: RES-811.
Course Description
This course examines multiple ethical frameworks, principles, and theories as they apply to the study and practice of leadership. Corporate social responsibility will be addressed from the perspective of ethical decision making. Prerequisite: RES-811.
Course Description
This course provides a broad overview of foundational elements for conducting independent, original research. Qualitative, quantitative, and mixed research methods are introduced and applied. The template for developing a research prospectus is also introduced, with emphasis on identifying a researchable topic related to the learners’ degree specialization. Prerequisite: RES-811.
Course Description
This course provides a broad overview of the history and theories of special education. A brief overview of human development, educational standards, and instructional tools is also presented. Prerequisite: RES-811 or RES-850.
Course Description
This residency allows students to begin developing their skills as academic researchers. Residency sessions address topics such as research question development, design, item generation, subscale development and analysis, and basic hypothesis testing. Students have hands-on experience with quantitative and qualitative analysis software.
Course Description
This course examines special education law and regulations as a framework for the provision of appropriate educational opportunities for all students. Law as a foundation of best practice is discussed. Prerequisite: RES-850.
Course Description
This course is designed to train learners in the conduct of a systematic literature review related to their research topic. Emphasis is placed on creating structure for reading, analyzing, synthesizing, and organizing prior research necessary for drafting the first iteration (draft) of Chapter 2 of the dissertation. Learners use the research prospectus template to guide the development of their Chapter 2. Prerequisite: RES-850 or MGT-810.
Course Description
The course emphasizes analysis of the leadership practices necessary to guide construction of appropriate internal and external frameworks for K-12 educators and students. Within these boundaries, the course addresses student assessment, internal collaboration, and professional development. Prerequisite: RES-861.
Course Description
This course examines budgeting, fiscal planning, and grant writing and management in the special education setting. Leadership skills for fiscal management and fiscal integrity are addressed. Prerequisite: RES-861.
Course Description
This course provides learners with an overview of qualitative, quantitative, and mixed methods approaches with emphasis on conceptual and practical aspects of data collection, management, and analysis. Learners use their research prospectus to align the research question(s) and variables of interest with the appropriate data collection and analytical techniques. Prerequisite: RES-861.
Course Description
This residency prepares students to present their scholarly work and to thoughtfully critique the work of others. Students orally present papers developed in their own classes and respond to questions from colleagues. Students are further prepared to become active members in academic communities by learning how to review papers and provide comments.
Course Description
This course provides an overview of the impact of leadership and the effects of behaviors on the formulation and execution of strategy within an organization. Topics include the increasing importance of resilience and change in today’s global and turbulent economy. Prerequisite: RES-861 or RES-866.
Course Description
This course explores the opportunities and challenges facing leaders in the global environment. The course topics focus on aspects of leading global and diverse workforces, and on theories of leadership and leadership development in diverse and global cultures. Prerequisite: RES-861 or RES-866.
Course Description
Learners complete a cogent research prospectus as the foundation for their dissertation research proposal. Emphasis is placed on fully articulating a study design and methodology that is aligned with the research questions and developing the first iteration (draft) of Chapter 3 of the dissertation. Prerequisite: RES-855 or RES-866.
Course Description
This course examines the current and emerging trends and issues in special education within the K-12 setting. Topics are placed in the context of legal compliance and the provision of appropriate educational opportunities for all students. Learners connect these ideas to their research interests to continue developing components of their research prospectus. Prerequisite: RES-861.
Course Description
In this course, learners formalize their research proposal specific to their topic. Emphasis is placed on fully developing Chapter 1 and incorporating Chapters 2 and 3 (drafts) from previous research courses. This proposal becomes the first three chapters of the dissertation upon approval of the final draft by the College of Doctoral Studies. Prerequisite: RES-880.
Course Description
This course provides learners with individualized support in their dissertation journey. Learners work directly with their dissertation chair and committee members to continue their research endeavors as aligned with their individual progress plan. Prerequisite: RES-871 or RES-885.
Course Description
This course continues to provide learners with individualized support in their dissertation journey. Learners work directly with their dissertation chair and committee members to continue their research endeavors as aligned with their individual progress plan. Prerequisite: DIS-955.
Course Description
This course continues to provide learners with individualized support in their dissertation journey. Learners work directly with their dissertation chair and committee members to continue their research endeavors as aligned with their individual progress plan. Prerequisite: DIS-960.
Faculty Bios
Program Locations
Online
Evening
* The Department of Education defines how an institution must calculate a program's On-Time Completion rate for federal disclosure purposes. The On-Time Completion rate is based on a program’s published required number of months to complete all degree requirements as provided in the institution’s catalog. Completion statistics are updated every January and are based on the cohort of students who graduated between 7/1 – 6/30 of the preceding year. The On-Time Completion rate is determined by the number of students in the cohort who completed the program within the published program length divided by the number of students in the cohort who graduated.
Online and Evening program disclosures* Please refer to the Academic Catalog for more information. Program subject to change.