Home/College Degrees and Programs/Online Master’s In Elementary Education and Special Education (Non-Licensure) Master of Education in Elementary Education and Special Education (Does Not Lead to Initial Teacher Licensure)
Professional Learning and Ethical Practice -Graduates of Grand Canyon University’s Master of Education in Elementary and Special Education program use foundational knowledge of the field and professional ethical principles and practice standards to inform special education practice, engage in lifelong learning, and advance the profession. (CEC 1.0, InTASC 9, 10)
- Explain how language, culture, and family background influence the learning of individuals with exceptionalities. [CEC 1.1, ICSI.1.K4, ICSI.1.K5, ICSI.1.K6, ICSI.1.K7, ICSI.1.K12, ICSI.1.K13, ICSI.2.K8, ICSI.4.S6, ICSI.5.S6, ICSI.6.S6; InTASC 1(e), 2(d), 2(j), 2(k), 2(m); TPE 4.1; AAQEP 1c; MC3, MC5]
- Use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. [CEC 1.2, ICSI.1.K3, ICSI.1.K4, ICSI.1.K7, ICSI.1.K12, ICSI.1.K13, IGC.1.K4, IGC.1.S1; InTASC 1(a), 1(b), 1(d), 1(e), 1(f), 1(h), 1(j), 2(a), 2(b), 2(g), 2(h), 2(l); TPE 3.2, 4.2; MC1, MC2, MC3, MC5]
- Participate in learning communities and professional learning activities based on self-reflection and ongoing analysis of student learning. [MC1, MC4]
Learning Environments -Graduates of Grand Canyon University’s Master of Education in Elementary Education and Special Education program create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination. (CEC 2.0; ACEI 1, 3; InTASC 3)
- Through collaboration with general educators and other colleagues, teacher candidates create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions. [CEC 2.1, ICSI.2.K1, ICSI.2.K2, ICSI.2.K3, ICSI.2.K4, ICSI.2.K5, ICSI.2.S1, ICSI.2.S4, ICSI.2.S15, ICSI.7.S6, IGC.7.K1, IGC.7.K4, IGC.7.S1, IGC.7.S2, IGC.7.S4; InTASC 1(a), 1(e), 1(f), 1(g), 2(c), 2(d), 2(e), 2(g), 2(i), 2(j), 2(k), 2(o), 3(a), 3(c), 3(f), 3(k), 3(l), 7(m); MC1, MC3, MC4, MC5]
- Use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments. [CEC 2.2, ICSI.2.K5, ICSI.2.S2, ICSI.2.S3, IGC.2.S3, IGC.5.S23, IGC.5.S24; InTASC 3(d), 3(e), 3(l); TPE 2.1; AAQEP 2c; MC1, MC2]
Curricular Content Knowledge -Graduates of Grand Canyon University’s Master of Education in Elementary Education and Special Education program use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities. (CEC 3.0; ACEI 2, 3; InTASC 4, 5)
- Understand the central concepts, structures of the discipline, tools of inquiry of the content areas they teach, and organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities. [CEC 3.1, ICSI.3.K1, ICSI.3.K2, ICSI.3.K3, ICSI.3.S1, IGC.5.K3; InTASC 4(a), 5(c); TPE 1.5, 3.1, 3.3, 4.3; MC1, MC2, MC4]
- Understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities. [CEC 3.2, ICSI.3.K2, ICSI.3.K3, ICSI.5.S15; InTASC 4(b), 5(c), 8(n); TPE 3.3, 4.3; MC1, MC2, MC4]
Assessment -Graduates of Grand Canyon University’s Master of Education in Elementary Education and Special Education program use multiple methods of assessment and data sources in making educational decisions. (CEC 4.0; ACEI 3, 4; InTASC 6)
- Select and use technically sound formal and informal assessments that minimize bias. [CEC 4.1, ICSI.4.K1, ICSI.4.K2, ICSI.4.K4. ICSI.4.S1, ICSI.4.S5, ICSI.4.S2, ICSI.4.S8, IGC.4.K1, IGC.4.K3, IGC.4.S1, IGC.4.S2, IGC.4.S3, IGC.4.S4; InTASC 6(a), 6(b), 6(h), 6(j), 6(k); TPE 5.1; MC2, MC3, MC5]
- Use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities. [CEC 4.2, ICSI.4.K1, ICSI.4.K2, ICSI.4.K3, ICSI.4.K4, ICSI.4.S1, ICSI.4.S5, ICSI.4.S6, ICSI.4.S8, IGC.4.K1; InTASC 6(c), 6(k), 7(l), 7(q); TPE 5.2, 5.8; AAQEP 1d; MC2, MC5]
Instructional Planning and Strategies -Graduates of Grand Canyon University’s Master of Education in Elementary Education and Special Education program select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities. (CEC 5.0; ACEI 2, 3; InTASC 7, 8)
- Use knowledge and understanding of effective verbal, nonverbal, and media communication techniques to create opportunities for active inquiry, collaboration, and supportive interaction in the elementary classroom. [InTASC 8(g), 8(i), 8(h), 8(m); ISTE-E 5c; MC1, MC2]
- Use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities. [CEC 5.2, ICSI.5.K2, ICSI.5.K3, ICSI.5.S7, ICSI.5.S14, IGC.5.K1, IGC.5.K3, IGC.5.S1, IGC.5.S7, IGC.5.S23, IGC.5.S24, IGC.5.S25, IGC.5.S29; InTASC 6(g), 6(i), 6(r), 7(b), 7(d), 7(j), 7(q), 8(a), 8(b), 8(j), 8(k), 8(p); ISTE-E 5a, 5b, 5c, 7b; MC1, MC2, MC4]
Examine professional development opportunities centered around professional standards, research, current technology, and contemporary best practices of education. [MC 4]
Model effective practice for colleagues, including in a virtual environment. [MC1, MC4]Advocate for the profession. [MC1, MC3, MC4]Recognize potential biases and their impact on expectations for and relationships with students with exceptionalities and their families. [MC3, MC5]Explain how to intervene safely and appropriately with individuals with exceptionalities in crises. [CEC 2.3, ICSI.2.K6, ICSI.2.S10, IGC.2.S4, IGC.2.S5, IGC.2.S6, IGC.6.S2; InTASC 2(h), 3(k); MC2, MC4, MC5]Create developmentally appropriate, sustainable learning environments based on individual learning differences and needs. [MC2, MC5]Identify techniques to establish a learning environment that maintains learners’ attention by actively engaging students in managing resources of time and space, and fostering respectful ways of communication and safe interactions through the inclusion of expectations, values, and routines. [InTASC 3(k), 3(d), 3(e), 3(f), 3(h), 3(i), 3(j), 3(k), 3(l), 3(q), 7(n); ISTE-E 3b, 6a, 6b, 6d; MC1, MC2, MC4]Modify general and specialized curricula to make them accessible to individuals with exceptionalities. [CEC 3.3, ICSI.1.K3, ICSI.3.K2, ICSI.3.K3, ICSI.5.S15, ICSI.5.S21, IGC.5.S23, IGC.5.S24; InTASC 1(a); TPE 3.5, 3.6, 4.4, 5.8; MC1, MC2, MC4, MC5]
Use multiple representations and explanations that capture key ideas in the discipline, guide learners through learning progressions, and promote each learner’s achievement of content standards. [CEC 3.1; IGC.5.K1, IGC.5.K3, IGC.5.K5, IGC.5.S3, ICSI.3.S1, ICSI.5.S5; InTASC 4(a), 4(f), 4(j), 4(n), 5(a), 5(i), 7(c), 8(e); MC2, MC4]Modify the general education curriculum to address skills and strategies that students with disabilities need to access the core curriculum, meet individualized learning goals, and function successfully within a variety of contexts. [MC3, MC5]Integrate cross-disciplinary skills when planning curriculum to assist students with exceptionalities in generalizing learning across different environments and extending learning locally and globally. [MC2, MC5]In collaboration with colleagues and families, use multiple types of assessment information in making decisions about individuals with exceptionalities. [CEC 4.3, ICSI.4.K1, ICSI.4.K2, ICSI.4.S4, ICSI.4.S1, ICSI.4.S6, ICSI.6.K4, ICSI.7.K2, ICSI.7.K3, ICSI.7.K4, ICSI.7.S2, ICSI.7.S3, ICSI.7.S4, ICSI.7.S5, ICSI.7.S3, ICSI.7.S10, IGC.4.K1, IGC.4.K2, IGC.4.K3, IGC.7.K2, IGC.7.S2; InTASC 6(g), 6(i), 6(o), 6(t), 6(v), 9(c), 9(l) 10(a); TPE 1.2, 5.5, 5.6, 5.7; AAQEP 2a; MC1, MC2, MC3, MC4, MC5]
Engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them. [CEC 4.4, ICSI.4.K1, ICSI.5.S14, ICSI.5.S17, IGC.5.S23, IGC.5.S24; InTASC 6(d), 6(f), 6(l), 6(m), 6(q), 6(s), 8(b); ISTE-E 7c; TPE 1.8, 2.5, 5.3; MC1, MC4, MC5]Prepare all students for the demands of particular assessment formats and make appropriate accommodations in assessments or testing conditions for students with exceptionalities. [CEC 4.1, ICSI.4.K4, ICSI.4.S2, ICSI.4.S3, ICSI.4.S4, IGC.4.S3; InTASC 6(e), 6(h), 6(p), 6(u); ISTE-E 2b, 7a, 7b; MC2, MC4, MC5]Examine performance data to guide and engage students in their own thinking and learning, and to inform instructional planning based on identified learning gaps and patterns. [CEC 4.2, 4.4; IGC.2.S4, IGC.4.S3, ICSI.4.S5, ICSI.4.S7, ICSI.5.S11, ICSI.5.S14, ICSI.5.S21; InTASC 6(c), 6(d), 6(f), 6(g), 6(l), 6(m), 6(o), 6(q), 7(d), 7(l); MC2]Engage learners in analyzing their own assessment results and setting goals for learning to work toward quality learning and performance. [MC1, MC4]Employ technological resources to engage students and support assessment practices. [InTASC 6(a), 6(b), 6(e), 6(g), 6(i), 6(j), 6(k), 6(p), 6(u); ISTE-E 7a, 7b, 7c; MC1, MC2, MC5]Select instructional strategies, tools, and resources, including technology, that develop higher-order skills while meeting the diverse needs of learners. [MC2, MC5]
Use strategies to enhance language development and communication skills of individuals with exceptionalities. [CEC 5.4, ICSI.5.K2, ICSI.5.S19, IGC.5.S13, IGC.5.S14, IGC.5.S16, IGC.5.S17, IGC.5.S18, IGC.5.S19, IGC.5.S23, IGC.5.S24; InTASC 2(e); TPE 1.6, 3.5, 4.4, 4.7, 5.7; MC1, MC4]Develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams. [CEC 5.5, ICSI.5.S8, ICSI.5.S8, ICSI.5.S15, ICSI.5.S17, ICSI.5.S19, IGC.5.K1, IGC.5.K3, IGC.5.K8, IGC.5.S1, IGC.5.S2, IGC.5.S11 IGC.5.S23, IGC.5.S24; InTASC 7(b), 7(e); TPE 4.5; MC1, MC2, MC4, MC5]Teach to mastery and promote generalization of learning. [CEC 5.6, ICSI.5.S16, ICSI.5.S18; InTASC 8(s); TPE 2.5; MC1, MC2, MC4]Teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities. [CEC 5.7, ICSI.5.S14, ICSI.5.S15, ICSI.5.S16, IGC.5.S3, IGC.5.S10; InTASC 5(a), 7(h); TPE 1.5, 3.3; MC1, MC2, MC4]Plan focused intensive small group instruction to extend learners’ peer interactions and collaborative skills, including in face-to-face and virtual environments. [MC1, MC2]Use a variety of teaching strategies and technologies that encourage elementary students’ development of critical thinking and problem solving. [InTASC 7(k), 8(e), 8(f), 8(l), 8(o) 8(r); ISTE-E 3b, 6c; MC2]Monitor student progress using ongoing assessment data and self-directed student reflection to implement evidence-based instructional practices and supports.Professional Learning and Ethical Practice -Graduates of Grand Canyon University’s Master of Education in Elementary Education and Special Education program use foundational knowledge of the field and professional ethical principles and practice standards to inform special education practice, to engage in lifelong learning, and to advance the profession. (CEC 6.0; ACEI 5; InTASC 9, 10)
- Use professional ethical principles and professional practice standards to guide professional practice. [CEC 6.1, ICSI.6.K2, ICSI.6.K4 ICSI.6.S1, ICSI.6.S2, ICSI.6.S3, ICSI.6.S4, ICSI.6.S5, ICSI.6.S7, IGC.6.K4, IGC.6.K6, IGC.6.S2; InTASC 9(a), 10(f); TPE 6.5; MC3, MC4, MC5]
- Identify a range of research-based preventive and responsive practices to support individuals’ social, emotional, and educational well-being.
- Explain how diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services. [CEC 6.3, ICSI.6.K2, ICSI.6.K5, ICSI.6.K6, ICSI.6.K7, ICSI.6.K10, ICSI.6.S3, ICSI.6.S3, IGC.6.K5; InTASC 2(d); AAQEP 1c; MC1, MC3, MC4, MC5]
- Evaluate intervention data to plan behavior management strategies for students with exceptionalities. [MC2, MC5]
- Advance the profession by engaging in activities such as advocacy and mentoring. [CEC 6.5, ICSI.6.K2, IGC.6.K4, ICSI.6.K6, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, ICSI.6.S5, ICSI.6.S6, IGC.6.K5, IGC.6.S2; InTASC 10(j); ISTE 2b, 3c; MC1, MC3, MC4]
- Provide guidance and direction to paraeducators, tutors, and volunteers. [CEC 6.6, ICSI.6.S8, ICSI.6.K13, ICSI.6.K14, ICSI.6.S12; InTASC 10(n); AAQEP 2f; MC1, MC2, MC4, MC5]
- Demonstrate legal, ethical, and quality requirements related to the management of confidential student information. [CEC 6.1, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, ICSI.7.S1, IGC.6.K1, IGC.6.K6; InTASC 5(k); TPE 6.6; AAQEP 1f; MC1, MC2, MC4, MC5]
- Effectively reflect on professional decisions and actions as they relate to students, families, other professionals, and educational laws. [InTASC 9(a), 9(b), 9(c), 9(d), 9(e), 9(j), 9(k), 9(n), 9(o); ISTE-E 4d; MC2, MC3, MC5]
Collaboration -Graduates of Grand Canyon University’s Master of Education in Elementary Education and Special Education program collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences. (CEC 7.0; InTASC 10)
- Utilize communication, group facilitation, and problem–solving and conflict resolution strategies to collaborate with all stakeholders in a culturally responsive manner and build effective partnerships. [MC1, MC3, MC4]
- Serve as a collaborative resource to colleagues. [CEC 7.2, ICSI.7.S3, ICSI.7.S8, ICSI.7.S9; InTASC 10(k); ISTE-E 4a; MC1, MC4, MC5]
- Use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators. [CEC 7.3, ICSI.7.K1, ICSI.7.S3, ICSI.7.S6, IGC.7.K4; InTASC 10(b), 10(j); ISTE-E 4a; MC1, MC2, MC3, MC4, MC5]
- Collaborate with general education teachers to meet the needs of students in the inclusive classroom. [MC1, MC3, MC5]
