Online Master’s in Elementary Education and Special Education (Non-Licensure)

Q: What is the average median salary of an elementary special education teacher?

The salary of an elementary special education teacher can vary by location, employer, years of experience and other factors. As of May 2024, the median annual wage for a preschool, elementary, middle or secondary special education teacher was $64,270, according to the U.S. Bureau of Labor Statistics (BLS).

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Degree Level

Master's

Class Setting

Online

Area of Study

Teaching

Program

MEd in Elementary Education and Special Education (Non-Licensure)

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U.S. Citizen

Military Affiliation

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Country

United States

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Overview

Earn Your MEd in Elementary and Special Education (Non-Licensure)

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 over 100 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.

Master of Education in Elementary Education and Special Education (Does Not Lead to Initial Teacher Licensure)

Initial Program – Does Not Lead to Initial Teacher Licensure

Offered By

College of Education

Class Settings

Online

Tuition Rate

Online: $615 per credit [More Info]

Cost of Attendance

Course Information

Credits: 45

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)

Credits: Fill out the Lopes Eval to find out what will transfer

Admission Requirements

Admission Requirements (Master's)

Undergraduate Degree*
2.8+ GPA

OR 2.5+ Unweighted GPA and

GMAT: 500
GRE: 300 combined**

Admission requirements may differ based on degree level, program and modality, or transfer status. Some programs of study may require a higher GPA and/or other qualifying criteria for admission. Please review full admission and program requirements in the University Policy Handbook.
* Degree must be from an accredited college or program that has been approved by GCU.
** Combined verbal/quantitative, after August 2011 (1,000 combined verbal and quantitative, prior to August 2011).

Why GCU

Why Choose GCU for Your Master’s in Elementary and Special Education?

At GCU, you’ll join a community committed to preparing educators who are ready to support diverse learners in welcoming classroom settings. Our online master’s degree in elementary and special education integrates advanced educator preparation with a Christian worldview, emphasizing compassion, ethical practice and the development of character-driven teachers. The program encourages graduates to approach teaching with a mindset of service and purpose.

Knowledgeable faculty provide mentorship that supports both professional and personal growth, and student resources are available to guide you throughout your academic journey. At GCU, you can strengthen your pedagogical foundation while developing the values and skills needed to make an impact in the lives of students and communities.

Online Coursework Designed for Working Educators

GCU’s College of Education offers an online master’s in elementary and special education. Access courses online, engage in interactive discussions and continue your current role while advancing your skills to prepare for elementary or special education classrooms.

Online Learning

Affordable Tuition Options

GCU is committed to making your education accessible through competitive tuition rates, flexible payment pathways and scholarship and grant opportunities. Explore options designed to fit your budget and help you plan confidently for your academic journey.

Tuition

Christian Worldview

GCU incorporates a Christian worldview into learning by emphasizing purpose, service and ethical decision-making. Students are encouraged to support others with compassion and integrity, applying Christ-centered values to their roles in education.

Christian Worldview

Coursework

Study Key Teaching Competencies in Elementary and Special Education

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 and special education classrooms. The program examines child and early adolescent development and teaches classroom management best practices. All courses are directly aligned with Interstate Teacher Assessment and Support Consortium (InTASC) principles and Council for Exceptional Children standards.

Non-licensure MEd programs are designed for licensed teachers or those pursuing non-licensure education roles who want to expand their qualifications. While this program doesn’t include student teaching, some courses require in person practicum hours, offering practical experience to apply what you learn.

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 welcoming classrooms
Methods of teaching specific subject areas, including math, science and health in special education settings

Careers

What Can You Do With a Master’s in Elementary and Special Education?

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.

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 or other educational settings that may not require certification.^{(See disclaimer 1)}

An MEd teaches advanced skills that can prepare you to pursue non-teaching careers where you may perform the following duties:^{(See disclaimer 2)}

Design instructional materials

Analyze policies

Assist in developing curriculum and standardized tests

Contribute to educational research

Support admissions and educational consultants

FAQ

Frequently Asked Questions

Use the following frequently asked questions and answers to learn more about this degree and career path.

Does GCU offer a licensure version of the MEd in Elementary Education and Special Education program?

GCU offers a licensure version of this master’s in elementary and special education tailored for individuals who aspire to strengthen their knowledge in pedagogy subjects while seeking to fulfill teaching licensure requirements.

Education students who pursue the licensure version of this degree will have the opportunity to be prepared to earn a teaching certificate by completing program coursework, practicum/field experience hours, fingerprint clearance and taking the state exam for teaching licensure.

What is the average median salary of an elementary special education teacher?

Is elementary special education a good career?

Elementary special education can be a good career, as children with exceptionalities benefit from specially trained teachers who help them overcome learning challenges and build greater independence. Many educators find fulfillment in supporting students’ growth and knowing their work makes a lasting, positive impact.

While it can be challenging at times, it offers significant purpose and the opportunity to make a real difference in the lives of students with exceptionalities. This career path may also require ongoing professional development and continuing education to stay current with evolving laws, best practices and the changing needs of the students you serve.

What skills does an elementary special education teacher need?

The skills that an elementary special education teacher needs include how to develop lessons and instruct students. They may also benefit from having the following skills:^{(See disclaimer 2)}

Critical thinking
Interpersonal communication
Patience
Resourcefulness

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 collaborate with other members of the school team, such as counselors, administrators and general education teachers, as well as with their students’ parents/guardians.^{(See disclaimer 2)}

Is a master’s degree for teaching elementary and special education worth it?

Earning a master’s in elementary and special education can be worth it if you’re passionate about teaching young children, including those with mild to moderate exceptionalities. This advanced degree can help you build deeper instructional skills, strengthen your ability to support diverse learners and open doors to new professional opportunities.

A non-licensure MEd may also be a great option for those who enjoy working in education but prefer roles outside the traditional classroom. With this pathway, you can pursue education-focused careers that allow you to impact students and schools in alternative ways.

How can I make a difference in a special education classroom?

As an educator, you have an opportunity to make a positive difference in a special education classroom through encouraging your students to strive toward greater independence and to become productive members of society in the future. Every student in the U.S. has the legal right to a free appropriate public education (FAPE).^{(See disclaimer 5)} Students who have mild to moderate exceptionalities, such as learning disorders, can be empowered to overcome obstacles.

Courses

Program Curriculum

Credit Summary

Major45 credits

Degree Requirements45 credits

Core Courses

ESD-501

3 Total Credits

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.

POS-501

3 Total Credits

ELM-500

3 Total Credits

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.

MMS-508

3 Total Credits

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.

ESD-510

3 Total Credits

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.

ESD-520

3 Total Credits

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.

MMS-530

3 Total Credits

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.

ESL-546

3 Total Credits

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.

MMS-540

3 Total Credits

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.

MMS-550

3 Total Credits

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.

MMS-560

3 Total Credits

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.

ESD-566

3 Total Credits

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.

MMS-570

3 Total Credits

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.

MMS-580

3 Total Credits

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.

ESD-586

3 Total Credits

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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Pursue Your Elementary and Special Education Master’s

Prepare to equip elementary students to overcome challenges and become thriving young adults with a Master of Education from GCU.

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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’s licensure requirements, per 34 CFR 668.14(b)32 and 668.43(c).

U.S. Bureau of Labor Statistics (2025, Aug. 28). How To Become a Special Education Teacher. Occupational Outlook Handbook. Retrieved February 2026.
Indeed (2022, June 24). 31 Non-Teaching Careers for Candidates with a Master’s in Education. Retrieved October 2023.
U.S. Bureau of Labor Statistics (2025, Aug. 28). Special Education Teachers. Occupational Outlook Handbook. Retrieved February 2026.
The earnings referenced were reported by the U.S. Bureau of Labor Statistics (BLS) Special Education Teachers, as of May 2024, retrieved on February 2026. 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.
Dragoo, K. & Graber, A. (2025, Sep. 26). The Rights of Students with Disabilities Under the IDEA, Section 504, and the ADA. Congress.gov. Retrieved March 2026.

Online Master’s in Elementary Education and Special Education (Non-Licensure)

Step 1: Educational Interests

Earn Your MEd in Elementary and Special Education (Non-Licensure)

Why Choose GCU for Your Master’s in Elementary and Special Education?

Study Key Teaching Competencies in Elementary and Special Education

What Can You Do With a Master’s in Elementary and Special Education?

GCU Offers Accredited Master of Education Programs

Frequently Asked Questions

Program Curriculum

Core Courses