Master of Education (MEd) in Special Education – Moderate to Severe (Licensure)
An MEd in Special Education Degree Designed for Teacher Candidates Seeking Licensure
The Master of Education in Special Education – Moderate to Severe is designed for individuals with a bachelor's degree who are interested in the education of K-12 children with moderate to severe special needs. This program prepares candidates seeking initial teaching licensure in the special education area of moderate to severe. You will study topics ranging from ethical and legal practices to diagnosis and assessment in special education. In addition to taking 47 credits, you must complete a full-time, 15-week student teaching component with a certified special educator.
Pursue an On-Campus or Online Master’s Degree in Special Education
This initial special education licensure program is offered in person and online. The Master of Education in Special Education – Moderate to Severe (Licensure) program is uniquely tailored to equip you for success in serving students with moderate to severe special needs. The program includes rigorous curriculum, relevant courses and highly trained faculty to support your graduate journey.
Grand Canyon University cares about promoting the well-being of students at a large scale, including academic, spiritual and vocational growth. For this reason, academics are supported by our Christian worldview and strong academic heritage. GCU also sees the benefit of achieving a balanced lifestyle. The on-campus and online master’s degree in special education licensure program creates room for both academic excellence and personal flexibility to suit your individualized needs.
Learn Specialized Techniques for Moderate to Severe Special Education Classrooms
As a teacher candidate, you will study topics including:
- Characteristics of intellectual disabilities and other physical health impairments
- Ethical and legal practices
- Developmentally appropriate teaching skills
- Instructional planning
- Collaboration strategies
- Diagnosis and assessment in special education
- Communication and behavior strategies
- Assistive technologies
- Classroom management methods
Loading Form
Career Paths for Graduates With a Licensure MEd in Special Education Degree
Graduates seeking licensure by completing the Master of Education in Special Education – Moderate to Severe program are equipped to work with those with moderate to severe special needs and create individualized education plans to meet individual student needs. As a graduate, you may go on to pursue a career as a licensed special education teacher in various grade levels, including:
- Preschool
- Kindergarten
- Elementary school
- Middle school
- Secondary school
MEd in Special Education: Moderate to Severe (Licensure) Program FAQs
Programs such as the Master of Education in Special Education – Moderate to Severe (Licensure) degree qualifies you to apply for your teaching license following completion. If you already have a teaching license, a master’s in special education (non-licensure) program may be a good option for you to build on your previous teaching knowledge and obtain your graduate degree.
Degree programs such as the master’s in special education – moderate to severe program is for those with a previous bachelor’s degree who have a passion of working with children with disabilities. A bachelor’s degree in a discipline such as psychology may prove to be beneficial in learning more about the development of children, youth and adults, while a master’s degree in special education will provide you with the specific knowledge and training needed to become a special education teacher.
The different levels of special education include mild to moderate and moderate to severe special needs. According to the Arizona Department of Education, mild to moderate and moderate to severe disabilities include the following: autism, mild/moderate or moderate/severe intellectual disabilities, traumatic brain injury, emotional disability, specific learning disability, orthopedic impairments, developmental delay and/or other health impairments. Students will fall into one of the two categories depending on the severity of their exceptionality.1
There are different graduate certificate and degree options available for those specific levels at GCU, including a Graduate Special Education Certificate Online (Mild to Moderate Disabilities) and Master of Education (MEd) in Special Education – Moderate to Severe (Non-licensure) degree.
Yes. While the master’s in special education degree at GCU requires you to hold a bachelor’s degree to be eligible, it does not need to be a bachelor’s in education. The program is set up for any type of student who wishes to change careers or advance their current career in the education field.
An online master’s degree from GCU delivers the same high-quality education as a traditional, on-campus degree while providing you with a more convenient format. Online degrees are becoming increasingly popular, and employers are typically most concerned with an institution’s accreditation status rather than the format in which the degree was obtained.
1 Retrieved from Arizona Department of Education, Requirements for the Standard Professional Moderate/Severe Disabilities Certificate – Grade K-12, in August 2022
Core Courses
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: 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 are introduced to the educational needs of students with moderate to severe exceptionalities including the definitions, characteristics, prevalence, causes and educational approaches to these disabilities and disorders. Candidates define low-incidence disabilities and identify cognitive, linguistic, social, emotional and behavioral patterns of learning and development for individuals with moderate to severe exceptionalities. Practicum/field experience hours: 3. Fingerprint clearance not required. Prerequisite: SPD-501.
Course Description
Teacher candidates survey professional ethical principles, professional practice standards, laws, and regulations that guide special educators. Candidates build upon this foundational knowledge to examine the multiple roles and complex situations of professional practice related to individuals with moderate to severe exceptionalities. Practicum/field experience hours: 3. Fingerprint clearance required. Prerequisite: SPD-506 or approved enrollment in the Graduate Certificate of Completion: Special Education, Moderate to Severe.
Course Description
Teacher candidates investigate diagnostic and assessment tools for determining student eligibility and monitoring for progress. Foundational knowledge is built regarding the use of multiple methods of assessment and data sources for diagnostic and educational decisions for individuals with moderate to severe exceptionalities. Candidates analyze assessment data and develop an individualized education plan (IEP) for a student. Ongoing collaboration with IEP team members and external stakeholders is emphasized. Practicum/field experience hours: 10. Fingerprint clearance required.
Course Description
Teacher candidates explore effective collaboration and communication techniques and strategies used in moderate to severe special education settings. Collaboration among teachers, other school professionals, families, and outside service agencies is analyzed to meet the individual needs of this special population. In addition, evaluation of the techniques and strategies used to meet the unique medical and educational needs of students within the moderate to severe classroom setting is addressed. Practicum/field experience hours: 6. Fingerprint clearance required. Prerequisite: SPD-556.
Course Description
Teacher candidates examine how instructional planning advances the learning of students with moderate to severe disabilities by creating a variety of specialized curricula aligned to content standards. Candidates are guided in designing engaging instruction that meets the needs documented in a student’s individualized education plan. Plans for accommodations, differentiated instruction, and strategies are identified in the lesson planning process. Formative and summative assessments are created to evaluate student progress and identify if instructional adjustments are necessary. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: SPD-558.
Course Description
Teacher candidates examine how to create safe, inclusive, culturally responsive learning environments through collaboration with colleagues and other professionals so individuals with disabilities become active and effective learners. Strategies to develop students' emotional well-being, positive social interactions, and self-determination are emphasized. Candidates focus on functional behavior assessments, behavior improvement plans, activities of daily living, and positive behavior interventions and supports. Practicum/field experience hours: 9. Fingerprint clearance required. Prerequisite: SPD-562 or approved enrollment in the Graduate Certificate of Completion: Special Education, Moderate to Severe.
Course Description
Teacher candidates examine curriculum needs of individuals with moderate to severe disabilities to develop and integrate the skills needed to transition students from the educational environment into successful postsecondary opportunities. Candidates focus on writing measurable postsecondary goals, creating aligned activities, and identifying the importance of family and interagency involvement. Practicum/field experience hours: 9. Fingerprint clearance required. Prerequisite: SPD-564.
Course Description
Teacher candidates examine typical and atypical language development, and associated disabilities and disorders. Coursework emphasizes research-based phonics development and the science of reading, including phonics, phonemic awareness, vocabulary, fluency, and comprehension. Candidates investigate how speech-language pathologists, special education teachers and others assist individuals with moderate to severe exceptionalities in the use of augmentative and alternative assistive technology, modifications, and accommodations to enhance their communication skills and literacy development. Practicum/field experience hours: 9. Fingerprint clearance required. Prerequisite: SPD-566 or approved enrollment in the Graduate Certificate of Completion: Special Education, Moderate to Severe.
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 build foundational knowledge on a variety of research-based instructional strategies to provide individuals with moderate to severe exceptionalities access to content areas. From this foundational knowledge, teacher candidates select and adapt research-based instructional strategies to plan lessons with a focused attention on functional mathematics and sciences. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: SPD-568 or SPD-569.
Course Description
Teacher candidates select and adapt research-based instructional strategies to provide individuals with moderate to severe exceptionalities access to language arts content. With this foundational knowledge, teacher candidates plan a functional approach to literacy instruction. 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 language arts to advance the learning for all students, including those with moderate to severe disabilities, with attention focused on reading. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: SPD-569.
Course Description
This course supports the special education clinical field experience through a full-time student teaching experience. Candidates select a K-Grade 12 special education moderate to severe classroom setting to engage in the student teaching experience that includes practical classroom experiences, research, analysis, and teaching to support the creation of a Student Teaching Performance of Evaluation (STEP) and an Individualized Education Program (IEP) Performance Template related to special education services. Fingerprint clearance required.
Pursue a next-generation education with an online degree from Grand Canyon University. Earn your degree with convenience and flexibility with online courses that let you study anytime, anywhere.
Grand Canyon University’s evening programs cater to the demands of working professionals who prefer an in-person learning environment. Our night classes meet just once per week and offer the interaction and discussion of a typical college classroom.
* 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.