Master’s in Special Education Online Degree

Q: What grades will I be able to teach with the MEd in Special Education degree?

Graduates of GCU’s Master of Education in Special Education program have been led to teach students in kindergarten through 12th grade who have exceptionalities. The program supports those pursuing initial K–12 special education teacher licensure, equipping educators to work with learners across the full school-age spectrum.

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Degree Level

Master's

Class Setting

Online

Area of Study

Teaching

Program

MEd in Special Education (Licensure)

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Citizenship Status

U.S. Citizen

Military Affiliation

No military affiliation

Country

United States

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Overview

Become a Licensed Special Education Teacher

The Master of Education (MEd) in Special Education degree from Grand Canyon University can prepare you to pursue licensure as a special education teacher. This master’s degree program is designed for those who are changing careers or are currently working in education and need licensure. Examine evidence-based practices for working with K-12 children with mild to moderate learning exceptionalities.

Every child in the U.S. has the right to a Free Appropriate Public Education (FAPE) that meets their unique needs and provides an education comparable to that provided to students without exceptionalities.^{(See disclaimer 1)} With GCU’s master’s in special education, you can become an educator who safeguards the rights of the children in your classroom, while helping them overcome barriers to success.

Master of Education in Special Education (Leads to Initial Teacher Licensure)

Initial Program – Leads 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: 44

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 Get a Master’s in Special Education at GCU?

GCU has served as a teacher’s college for more than 70 years, with a focus on preparing educators and administrators to prioritize academic quality and enrich the lives of the children under their care. Our Christian worldview provides an ethical framework for teachers to embrace the spirit of servant leadership and a purposeful approach to serving diverse learners. As a student in this master’s in special education program, you can also benefit from the mentorship of our knowledgeable faculty in the College of Education, many of whom publish research and present at professional conferences.

Accessible Online Learning for Future Special Education Teachers

This online^{(See disclaimer 2)} special education degree at the master’s level offers accessibility and flexibility for aspiring educators, allowing you to continue meeting your current professional and personal commitments while advancing your education. Throughout the program, you can enjoy faculty mentorship. This guidance and ongoing support can help create a connected, quality learning experience that extends beyond the virtual classroom.

Affordable Online Tuition for Your MEd in Special Education

Prepare To Pursue Teacher Licensure in Special Education

The completion of this master’s in special education online^{(See disclaimer 2)} can help you become eligible to apply for initial teacher licensure. Licensure requirements vary by state. Please research the teaching license requirements for the state in which you plan to work.

During the program, you will complete:

Approximately 100 hours of observation and fieldwork
A full-time, 15-week practicum/field experience under the observation of a certified education teacher

If you are already a licensed teacher, consider our Master of Education in Special Education (Does Not Lead to Initial Teacher Licensure) program.

Coursework

Instructional Strategies and Advocacy for Mild to Moderate Exceptionalities

The coursework for this MEd teaches foundational pedagogy that can help you prepare to teach in all subject areas while supporting students with exceptionalities. You will be immersed in theory and research that examines the implementation of specialized instruction, including how to adapt, modify and accommodate learning based on the needs of students with mild to moderate exceptionalities. There is a focus on stepping into an advocacy role to champion the rights of special education students.

This master’s degree in special education emphasizes preparing you to teach any subject, from math to language arts. The teaching methods will take into account each student’s socioemotional development, and physical, cognitive and language differences. You will examine the development and implementation of Individualized Education Programs (IEPs) while considering how to work collaboratively with parents.

Common areas of study in this online master’s in special education program include:

Professional ethics, standards, laws and regulations for special educators

Behavior management: assessments, interventions and support

Transition planning and case management

Language development: typical, atypical, disabilities and disorders

Augmentative and alternative communication (AAC) technologies

Design of supportive learning environments

Careers

What Can I Do With a Master’s in Special Education?

A master’s in special education can offer opportunities for you to position yourself for potential professional growth, especially for those who feel called to support children with exceptionalities. By earning an MEd in Special Education and obtaining licensure in your state, you may pursue a career as a special education teacher in preschool, kindergarten, elementary or secondary school settings.

As a special education teacher, you can build adaptive teaching skills that help empower children and foster positive change within the school ecosystem. These educators collaborate closely with parents, school district representatives, general education teachers and specialists, such as therapists. Their mission is to create a cohesive plan that ensures each child receives an appropriate education that supports their growth. Through support, advocacy and individualized instruction, special education teachers help students develop confidence, overcome challenges and achieve their full potential.

The coursework and experiential learning components of this program can prepare you for roles such as:

Middle school special education teachers

Secondary school special education teachers

Elementary school special education teachers (including kindergarten)

Special education teaching assistants

$64,270

Median annual wage for special education teachers in May 2024^{(See disclaimer 3)}

667,914

Special education teachers employed in the U.S. in 2024^{(See disclaimer 4)}

Accreditation

Programmatic and Institutional Accreditation for the MEd in Special Education

This degree program has received programmatic accreditation from the Association for Advancing Quality in Educator Preparation (AAQEP). This designation reflects the College of Education’s emphasis on quality of instruction. In addition, GCU has been institutionally accredited by the Higher Learning Commission since 1968. GCU is committed to preparing effective educators and upholding the principles and standards established by our accrediting bodies.

FAQ

Frequently Asked Questions

The following frequently asked questions and answers are intended to support your exploration into special education and help guide your decision‑making process.

Is it worth getting a master's in special education?

Students with mild to moderate exceptionalities need and deserve an education that meets their unique needs and educators who are committed to facilitating their success.^{(See disclaimer 1)} Earning an MEd in Special Education can be a worthwhile endeavor, as you may make an impact on students and families in need of personalized support. Additionally, according to the U.S. Bureau of Labor Statistics (BLS), special education teachers had a median annual wage of $64,270 in May 2024.^{(See disclaimer 3)}

Do I need a master’s degree to teach special education?

The requirements to become a special education teacher vary based on factors such as your geographical location, whether you intend to teach in public or private schools, and whether you completed an education baccalaureate degree that led to teacher licensure. In public schools, all states require teachers who provide diverse learning support to hold at least a bachelor’s degree, and some states require these professionals to obtain a master’s degree after obtaining a teaching job.^{(See disclaimer 5)}

What grades will I be able to teach with the MEd in Special Education degree?

How long is student teaching component for this master's in special education degree?

The master’s degree in special education includes a 15‑week full-time student teaching experience under the guidance of a certified special educator. During this time, you will work in a K–12 special education classroom, applying the strategies and techniques you have learned.

This immersive placement allows you to take on increasing responsibilities, collaborate with your cooperating teacher and build confidence in supporting students with diverse learning needs. By the end, you should develop practical experience in differentiated instruction, individualized education planning and welcoming classroom practices.

Can I get a special education degree online?

You can earn a master's in special education degree online through GCU, an accredited university that offers flexible, remote learning options. Our program combines online coursework with in-person student teaching completed in your local area. This allows you to gain the knowledge and practical skills needed to support students with diverse learning needs while studying on a schedule that works for you.

Courses

Program Curriculum

Credit Summary

Major44 credits

Degree Requirements44 credits

Core Courses

SPD-514

3 Total Credits

Course Description

Teacher candidates will survey the philosophical, historical, and sociological influences upon which special educational theories and practices are constructed, and explore a variety of the common issues, trends, and opportunities that professional special educators face in the field. Special Education Teacher candidates will prepare for the graduate learning experience at Grand Canyon University by developing and strengthening the skills necessary to succeed as graduate students in the College of Education. Practicum/field experience hours: None. Fingerprint clearance not required.

POS-501

3 Total Credits

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.

MMS-510

3 Total Credits

Course Description

Teacher candidates examine strategies for increasing motivation, establishing developmentally appropriate learning environments, and planning effective routines and procedures for students with exceptionalities. Teacher candidates analyze data to develop behavior intervention plans and evaluate the effectiveness of behavioral interventions for students with exceptionalities. Teacher candidates create safe, respectful, and productive face-to-face and digital learning environments that encourage collaborative skills and peer interaction for students with exceptionalities. Additionally, teacher candidates build knowledge of how to mentor and manage paraprofessionals and other stakeholders in their role of supporting individuals and families. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: MMS-508.

MMS-520

3 Total Credits

Course Description

Teacher candidates survey instructional strategies, tools, resources, and technology used to design meaningful learning experiences that consider students’ strengths and interests, increase motivation for learning, and promote active engagement. Teacher candidates design explicit, systematic instruction that provides multiple ways to demonstrate learning and considers the differentiation, modification, and accommodation strategies needed to support all students. Focus is placed on how instruction can vary in different settings, including virtual environments, and how different settings affect peer interactions and collaborative skills. Practicum/field experience hours: 20. Fingerprint clearance 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-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.

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.

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.

MMS-590

8 Total Credits

Course Description

Teacher candidates are engaged in 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. 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

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Start Your Master’s Pathway in Special Education

Join fellow future special educators in the GCU’s MEd in Special Education program and make a difference for children with exceptionalities.

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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).

Office for Civil Rights. (2023, July). Free Appropriate Public Education for Students With Disabilities: Requirements Under Section 504 of The Rehabilitation Act of 1973. U.S. Department of Education. Retrieved February 2026.
Excluding observational and practice-based experiences and student teaching.
The earnings referenced were reported by the U.S. Bureau of Labor Statistics (BLS), Special Education Teachers as of May 2024, retrieved 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 is very unlikely that a median salary will reflect an entry-level salary. 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.
Zippia. (2025, Jan. 8). Special Education Teacher Demographics and Statistics in the U.S. Retrieved March 2026.
U.S. Bureau of Labor Statistics. (2025, Aug. 28). How to Become a Special Education Teacher. Occupational Outlook Handbook. Retrieved February 2026.