Master of Education in Early Childhood and Early Childhood Special Education (Non-Licensure) Degree
Become a Leader for Children With Diverse Abilities
Transform into a skillful and knowledgeable educator, advocate and leader with the Master of Education in Early Childhood Education and Early Childhood Special Education (Does Not Lead to Licensure) at Grand Canyon University (GCU). This program can empower you to help each student grow to his or her full potential while advocating at the school and district level for children in their early years of education.
Prepare to enter the field of teaching as a graduate of this non-licensure education degree program, equipped with best-practice pedagogy and methodologies as well as expertise in the psychosocial and familial needs of children with or without exceptionalities.
This version of the Master of Education in Early Childhood Education and Early Childhood Special Education degree does not lead to initial teacher licensure. This non-licensure education degree is recommended for educators, who are already licensed in an area other than early childhood, to enhance their career specialization or preparing for roles that do not require certification, such as within private or parochial organizations. GCU also offers an initial licensure version of the Master of Education in Early Childhood Education and Early Childhood Special Education for those seeking licensure.
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Complete Field Experience Aligned With National Teaching Standards
In addition to online coursework,1 you will complete a minimum of 105 hours of field experience within birth through grade 3 classrooms, in both special and general education environments. All courses are directly aligned with national teaching standards as prescribed by the Interstate Teacher Assessment and Support Consortium (InTASC), International Society for Technology in Education Standards for Educators (ISTE-E), National Association for the Education of Young Children Standards for Initial and Advanced Early Childhood Preparation Programs (NAEYC), and the Council for Exceptional Children Initial Practice-Based Standards Early Interventionists/Early Childhood Special Education (EI/ECSE).
Elevate Your Skills in Early Childhood Education
As a seasoned special educator seeking to elevate your expertise, this Master of Education in Early Childhood and Early Childhood Special Education can provide an avenue for ongoing professional growth. This program will focus on helping you acquire valuable leadership skills, foster and maintain effective teaching strategies, embrace collaboration and teamwork efforts and implement evidence-based practices. By honing these skills, you can empower yourself to create enduring influences on your students' educational journeys.
Topics To Support Exceptional Learners
In this program, you will examine the following topics and concepts:
- Early childhood growth and development
- Family and community advocacy
- Instructional methodologies for language, literacy, social studies, the arts and behavioral intervention
- Classroom engagement and management for typical and atypical behaviors
- Assessment, monitoring and tracking special needs in young children
- Philosophical, professional and historical foundations of early childhood education
Career Paths for MEd Graduates
Graduates of this Master of Education in Early Childhood and Early Childhood Special Education (Non-Licensure) Degree are prepared as not only educators, but stewards of children. You will be taught how to make ethical decisions in the classroom, as well as advocate at the school, district and policy level. Focus is placed on your ability to recognize and assess behavior, initiate family and community collaboration and promote the education of young children with and without exceptionalities.
The non-licensure track is advantageous for those who are already licensed in an area other than early childhood or seeking roles that do not require teacher certification, including those within charter, private and early learning school environments. Other potential career paths include child development center leadership, family services and program consulting.
Frequently Asked Questions
If you have questions about pursuing this degree, we’ve gathered a few common questions to provide clarity.
Discover our master’s in early childhood and special education non-licensure program to lead your classroom with confidence.
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 Excluding observational and practice-based experiences, and student teaching.
Core Courses
Course Description
This course begins by acquainting candidates with the GCU learning management system, while preparing them to be successful graduate-level students and future teachers. The course places primary focus on the fundamental basis of the field of early childhood education and early childhood special education, Birth to Age 5/Pre-K to K to Age 8/Grade 3, including historical and philosophical foundations, current practices, ethics, models of teaching, and application in early childhood education/early childhood special education settings. Additionally, professional preparation requirements and professional development opportunities in the field are explored. Practicum/field experience hours: None. Fingerprint clearance not required.
Course Description
Teacher candidates are introduced to the identifying characteristics of disabilities, including dyslexia, in children birth to age 8/Grade 3. Teacher candidates will be introduced to the components of the Individuals with Disabilities Education Act (IDEA) to understand the identification, data collection and referral process for special education. They will identify the risk factors and purpose of early intervention through understanding the characteristics of exceptional children, including dyslexia. Teacher candidates will survey the different types of family and service plans that are developed to support students with exceptionalities through collaboration with stakeholders.
Course Description
This course examines effective instructional planning specific to early childhood and early childhood special education. Students are introduced to the process of instructional planning from evaluating student needs to creating developmentally appropriate objectives, learning activities, including play-based learning interventions, and assessments aligned with state learning standards. Accommodation, modification, and differentiation of instruction and assessment to meet the various needs of learners with and without exceptionalities are examined in the context of early childhood and early childhood special education. Practicum/field experience hours: None. Fingerprint clearance not required.
Course Description
This course explores the foundations of early language acquisition and literacy development for children Birth to Grade 3/Age 8. Teacher candidates focus on the essential components of oral language development and early literacy in the context of creating research-based instruction that is developmentally appropriate for the early childhood special education setting. In addition, teacher candidates explore assistive technology, including the use of augmentative and alternative communication systems, to enhance communication and learning. Practicum/field experience hours: None. Fingerprint clearance not required.
Course Description
Teacher candidates research theories and models of classroom management and consider the development and characteristics of young children with and without exceptionalities. The course emphasizes data collection, social/emotional development, and behavioral and crisis intervention, with a focus on evidence-based practices for creating safe, inclusive, respectful, challenging, and positive classroom environments. Candidates create a classroom management philosophy and plan and use student data to create a behavioral intervention plan (BIP). The practicum/field experiences for this course are in inclusive birth to Grade 3 settings. Practicum/field experience hours: 20. Fingerprint clearance 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
In this course, teacher candidates examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion (SEI) and other instructional programs for English language 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. Through Universal Design for Learning they plan, deliver, and evaluate standards-based instruction for English language learners. Practicum/field experience hours: 15. Fingerprint clearance required.
Course Description
This course examines current special education laws and professional practices in the early childhood education setting. Emphasis is placed on Individuals with Disabilities Education Act (IDEA), assessment, identification, and implementation of services. IFSP, IEP and 504 plans are discussed. Candidates also incorporate data-based decision making and utilization of assistive technology in instruction. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: ECS-500.
Course Description
This course explores components of typical and atypical literacy development for children Birth to Age 8/Grade 3. 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, with an emphasis on intervention, remediation, and differentiation strategies to support literacy development in young children. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: ECS-570 or ECE-501.
Course Description
This course provides teacher candidates with a robust view of assessment, evaluation, and reporting in early childhood education, including for early identification and developing IFSPs and IEPs for young children, Birth to Grade 3/Age 8. Data are used to assess, monitor, and report the progress of young children with and without exceptionalities. The practicum/field experiences for this course are in an inclusive K-Grade 3 setting. Practicum/field experience hours: 20. Fingerprint clearance required.
Course Description
This course explores child growth and development, including developmental milestones that must be met with regards to physical, cognitive, and social-emotional development. The course emphasizes health, safety, and nutrition with a focus on special health care needs for young children. The candidate will use data to analyze the development of the whole child and consider best practices for family involvement. Practicum/field experience hours: None. Fingerprint clearance not required.
Course Description
This course examines historical foundations, theories, and models of child development, including family characteristics, diversity, multicultural factors, and community relationships. Teacher candidates identify community organizations that support children with exceptionalities and their families. Candidates also identify ways to use those resources to advocate for children and their families. Practicum/field experience hours: None. Fingerprint clearance not required.
Course Description
This course examines cross-content instructional methodologies for teaching language arts, social studies, and the arts to children with and without exceptionalities. Candidates consider the developmental continuum of literacy instruction based on student data and individual needs. Emphasis is placed on creating project-based instruction that integrates language arts, social studies, and the arts. The practicum/field experiences for this course are in an inclusive preschool-grade 3 setting. Practicum/field experience hours: 20. Fingerprint clearance required.
Course Description
Teacher candidates research instructional methodologies to include inquiry-based and hands-on learning for teaching children with and without exceptionalities with an emphasis on STEM content (science, technology, engineering, and math) instruction. Candidates use data to differentiate learning outcomes to meet the needs of individual students and develop a unit plan that incorporates all STEM components. The practicum/field experiences for this course are in an inclusive K-3 setting. Practicum/field experience hours: 20. Fingerprint clearance required.
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- 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
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.
Grand Canyon University’s evening programs cater to the demands of working professionals who prefer an in-person learning environment. Our night classes meet just once per week and offer the interaction and discussion of a typical college classroom.