Master’s in Elementary Education and Special Education (Non-Licensure)
Prepare to Teach Elementary Students Including Students With Exceptionalities
The Master of Education (MEd) in Elementary 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 113 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.
Earn Your MEd in Elementary and Special Education From GCU
Every student in the U.S. has the legal right to a free appropriate public education (FAPE).1 Students who have mild to moderate exceptionalities, such as learning disorders, can be empowered to overcome obstacles. As an educator, you have an opportunity to make a positive difference in the lives of all children, encouraging them to strive toward greater independence and to become productive members of society in the future.
This master’s in elementary special education will explore strategies for inclusive classrooms, examine child and early adolescent development, and delve into classroom management best practices as you work toward earning your master’s in elementary education.
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Licensure vs. Non-Licensure Elementary Education MEd Programs
Courses for both licensure and non-licensure MEd in Elementary and Special Education programs are taught by knowledgeable faculty in their respective fields. Non-licensure MEd programs are typically designed for adult learners who are already licensed or certified teachers working in the field and who are interested in expanding their career qualifications. A non-licensure MEd is also designed for those who are interested in non-licensure teaching positions or non-teaching education careers. Non-licensure programs, such as this master’s in elementary education and special education, do not contain the in-classroom teaching and student experience component necessary to obtain a teaching license.
In contrast, MEd programs that lead to initial teacher licensure are designed for aspiring educators who hold a bachelor’s degree in an area other than education or who completed a non-licensure bachelor’s degree in education. These teacher candidates must meet state requirements for obtaining a teaching license or certification. If you are interested in learning more about the initial licensure version of this program, visit the MEd in Elementary Education and Special Education licensure page.
All courses are directly aligned with Interstate Teacher Assessment and Support Consortium (InTASC) principles and Council for Exceptional Children standards.
Areas of Focus in This Master of Education Program
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, special education and inclusive classrooms. 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 inclusive classrooms
- Methods of teaching specific subject areas, including math, science and health, in inclusive or special education settings
Although this non-licensure MEd does not include a student teaching component, some of the courses do require practicum/field experience hours. These experiential learning components may help you apply concepts from your coursework to practical situations.
Potential Career Paths for Master’s in Elementary Education and Special Education Graduates
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. With a firm foundation in elementary special education competencies taught in this program, 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 that do not require certification.2
Alternatively, an MEd may teach you the advanced skills that can prepare you to pursue non-teaching careers, including roles that may perform the following duties:3
- Design instructional materials
- Analyze policies
- Assist in developing curriculum and standardized tests
- Contribute to educational research
- Support admissions and educational consultants
GCU Offers Institutionally Accredited Master of Education Programs
The quality of your education as a working professional is important. As an accredited university, GCU is proud to continue our tradition of offering academically comprehensive degree programs that prepare graduates to confidently enter the workforce. At GCU, you can earn your master’s in elementary education under the guidance of knowledgeable instructors who are committed to supporting their students.
Master’s in Elementary Education and Special Education FAQs
Before choosing a degree program that fits your career goals, you may wish to conduct further career-related research. Use the following frequently asked questions and answers to get started.
The salary of an elementary special education teacher can vary by location, employer, years of experience and other factors.4 As of May 2022, the median annual salary for a preschool, elementary, middle or secondary special education teacher was $61,180, according to the U.S. Bureau of Labor Statistics (BLS).5
Children with exceptionalities typically need specially trained teachers to help them overcome learning obstacles. As an elementary special education teacher, you may find personal fulfillment in empowering children with special needs to work toward becoming more independent and to achieve an appropriate education. Although the work may be challenging at times, you may find special meaning in knowing that what you do may truly make a positive difference in the lives of your students.
A special education teacher at the elementary level not only needs to know how to develop lessons and instruct students, but they may also benefit from having the following skills:2
- Critical thinking skills
- Communication skills
- Patience
- Resourcefulness
- Interpersonal skills
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 need to collaborate with other members of the school team, such as counselors, administrators and general education teachers, as well as with their students’ parents.2
If you are genuinely passionate about teaching and you have a special interest in working with young children, particularly those who struggle with mild to moderate disabilities earning a master’s in elementary education and special education may be worth it. A non-licensure MEd program may also be an ideal choice for professionals who enjoy working in the education field (or would like to do so) but prefer not to work in a classroom. With a non-licensure MEd degree, you may have the opportunity to pursue education-related careers that allow you to potentially make an impact on the lives of students in other ways.
Prepare to equip elementary students to overcome challenges and become thriving young adults. Fill out the form on this page to request more information about GCU’s master’s in elementary education.
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 Oct. 5, 2023.
2 U.S. Bureau of Labor Statistics (2023, September 6). How to become a special education teacher. Occupational Outlook Handbook. Retrieved Oct. 5, 2023.
3 Indeed (2022, June 24). 31 non-teaching careers for candidates with a master’s in education. Retrieved on Oct. 5, 2023.
4 U.S. Bureau of Labor Statistics (2023, Sept. 6). Special Education Teachers. Occupational Outlook Handbook. Retrieved on Oct. 9, 2023.
5 The earnings referenced were reported by the U.S. Bureau of Labor Statistics (“BLS”), Special Education Teachers as of October 2023, retrieved on Oct. 9, 2023. Due to COVID-19, data from 2020 may be atypical compared to prior years. The pandemic may also impact the predicted future workforce outcomes indicated by the BLS. BLS calculates the median using salaries of workers from across the country with varying levels of education and experience and does not reflect the earnings of GCU graduates as special education teachers. It does not reflect earnings of workers in one city or region of the country. It also does not reflect 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. You may also wish to compare median salaries if you are considering more than one career path. Grand Canyon University can make no guarantees on individual graduates’ salaries as the employer the graduate chooses to apply to, and accept employment from, determines salary not only based on education, but also individual characteristics and skills and fit to that organization (among other categories) against a pool of candidates.
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 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
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.
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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.
* 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.