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: $605 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

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 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 cognitive, linguistic, social and emotional patterns of learning and development for students with mild to moderate disabilities. Teacher candidates also survey the special education process involving the application of various laws and regulations. Practicum/field experience hours: 6. 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. Practicum/field experience hours: 3. Fingerprint clearance not required.

Course Description

Teacher candidates survey professional ethical principles, professional practice standards, law and regulations that guide special educators. Teacher candidates build upon the foundational knowledge to understand the multiple roles and complex situations of professional practice that require attention to a variety of legal, professional, and ethical issues. Practicum/field experience hours: 6. Fingerprint clearance not required. Prerequisite: SPD-500 or approved enrollment in the Graduate Certificate of Completion: Special Education, Mild to Moderate.

Course Description

Teacher candidates survey theories and models for effective collaboration and communication with students with exceptionalities, colleagues, other school professionals, families and community members. In addition, teacher candidates apply collaboration and communication theories and models, incorporating technology, across a wide range of contexts to ensure active involvement in the education process for students with exceptionalities. Practicum/field experience hours: 6. Fingerprint clearance required. Prerequisite: SPD-510.

Course Description

Teacher candidates build foundational knowledge of planning instruction and assessment strategies designed to meet the needs of all students in an inclusive setting. Teacher candidates examine instructional planning based on the curriculum, knowledge of students, assessment data, learning theory, use of technology, and connections across the community. Formal and informal assessment strategies for planning, evaluating, and strengthening instruction for K-12 students are also examined. Practicum/field experience hours: 6. Fingerprint clearance required. Prerequisites: ESD-501 and SPD-521.

Course Description

Teacher candidates examine the process of assessment and eligibility in the inclusive classroom, along with the stakeholders involved. Teacher candidates build foundational knowledge of interventions such as RTI, MTSS, and the eligibility requirements for the disability categories identified by IDEA. This course reviews diagnostic assessments and how to incorporate the data for planning effective special education programs. Teacher candidates also develop knowledge and skills related to planning transitions for students with disabilities after high school, including legal requirements. Practicum/field experience hours: 6. Fingerprint clearance required. Prerequisite: ESD-530.

Course Description

Teacher candidates examine how to create safe, inclusive, culturally responsive and engaging learning environments so that all students become active and effective learners and develop emotional well-being, positive social interactions, and self-determination. Teacher candidates focus on classroom procedures, physical classroom space, positive behavior interventions and supports, functional behavior assessments, adaptive behaviors, behavior improvement plans, and collaboration with colleagues. Practicum/field experience hours: 8. Fingerprint clearance required. Prerequisite: ESD-530.

Course Description

Teacher candidates explore components of typical and atypical literacy development for students with 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 differentiation strategies to support literacy development in students with exceptionalities. Practicum/field experience hours: 9. Fingerprint clearance required. Prerequisite: SPD-510 or ESD-530.

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 examine fundamental concepts of physical, life, earth/space sciences, and health education. Teacher candidates build knowledge on a variety of age-appropriate inquiry-based instructional strategies to teach science, to build student understanding of personal and social applications, and to convey the nature of science for the practice of skills that contribute to good health. Practicum/field experience hours: 12. Fingerprint clearance required. Prerequisite: ESD-530.

Course Description

Teacher candidates build foundational knowledge on a variety of research-based instructional strategies to encourage individuals with mild to moderate disabilities to develop understandings and connections within content areas, and to build skills to apply knowledge in meaningful ways. From this foundational knowledge, teacher candidates select, adapt and use research-based instructional strategies and interventions in academic and specialized curricula to advance the learning of students with mild to moderate disabilities with focused attention upon mathematics. Practicum/field experience hours: 12. Fingerprint clearance required. Prerequisite: SPD-550 or ESD-530 or approved enrollment in the Graduate Certificate of Completion: Special Education, Mild to Moderate.

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, adapt, and use 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 and reading. Practicum/field experience hours: 12. Fingerprint clearance required. Prerequisites: (SPD-550 and SPD-578) or approved enrollment in the Graduate Certificate of Completion: Special Education, Mild to Moderate.

Course Description

Teacher candidates examine a variety of instructional strategies to encourage learners to develop deep understanding of the major concepts and modes of inquiry from the integrated study of history, geography, the social sciences, and other related areas. Teacher candidates build foundational knowledge on promoting students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. Teacher candidates integrate the content, functions, and achievements of the performing and visual arts as primary media for communication, inquiry, and engagement among students. Practicum/field experience hours: 12. Fingerprint clearance required. Prerequisite: ESD-530.

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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