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)
- Apply ethical guidelines and legal policies and procedures. [MC2, MC5]
- Advocate for improved outcomes for individuals with exceptionalities and their families while addressing the unique needs of those with diverse social, cultural, linguistic, and technological backgrounds. [MC1, MC3, MC4]
- Participate in learning communities and professional learning activities based on self-reflection and ongoing analysis of student learning. [MC1, MC4]
- Examine professional development opportunities centered around professional standards, research, current technology, and contemporary best practices of education. [MC 4]
Learner Development and Individual Learning Differences -Graduates of Grand Canyon University’s Master of Education in Elementary and Special Education program understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. (CEC 2.0; InTASC 1, 2)
- Identify typical and atypical human growth when developing a comprehensive learner profile that can be used to address the needs of students with exceptionalities. [MC2, MC5]
- Create developmentally appropriate and meaningful learning experiences that address the individual strengths, needs, and interests of students with and without exceptionalities. [MC5]
- Analyze diverse factors that affect student learning and motivation. [MC5]
Curricular Content Knowledge -Graduates of Grand Canyon University’s Master of Education in Elementary and Special Education program use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities. (CEC 3.0, InTASC 4, 5)
- Apply knowledge of academic subject matter content of the general curriculum to inform programmatic and instructional decisions for individuals with exceptionalities. [MC2]
- Identify the differences between differentiation, modifications, accommodations, and specially designed instruction (SDI) and how each is used to support student learning.
- Differentiate the general education curriculum to address skills and strategies that students need to access the core curriculum, meet individualized learning needs, and function successfully within a variety of contexts. [MC3, MC5]
Assessment -Graduates of Grand Canyon University’s Master of Education in Elementary and Special Education program use multiple methods of assessment and data sources in making educational decisions. (CEC 4.0, InTASC 6)
- Analyze multiple measures of student learning and behaviors to evaluate and support classroom and school-based systems of intervention for students with and without exceptionalities. [MC2, MC5]
- Collaborate with stakeholders to assess and analyze students’ needs. [MC1, MC2]
- Identify culturally and linguistically appropriate measures and procedures that contribute to eligibility determination for special education services. [MC3, MC5]
- Develop formal and informal assessments that minimize bias and provide valid and reliable data regarding students’ growth and needs. [MC3, M5]
Instructional Planning and Strategies -Graduates of Grand Canyon University’s Master of Education in Elementary and Special Education program select, adapt, and use a repertoire of evidence-based instructional strategies to advance the learning of individuals with exceptionalities. (CEC 5.0, InTASC 7, 8)
- Implement co-teaching strategies that utilize the diverse expertise of general and special educators to foster an environment of inclusivity and equity.
- Identify instructional strategies, tools, and resources, including technology, based on comprehensive student profiles to increase motivation for learning and promote active student engagement. [MC2]
- Select instructional strategies, tools, and resources, including technology, that develop higher-order skills while meeting the diverse needs of learners. [MC2, MC5]
Create developmentally appropriate, sustainable learning environments based on individual learning differences and needs. [MC2, MC5]
Accommodate the general education curriculum to address skills and strategies that students with exceptionalities need to access the core curriculum, meet individualized learning needs, and function successfully within a variety of contexts. [MC3, MC5]
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]Communicate student progress towards measurable outcomes and goals with all stakeholders. [MC1]Analyze data to inform planning, make ongoing adjustments to instruction, and provide student feedback. [MC2, MC4]Engage learners in analyzing their own assessment results and setting goals for learning to work toward quality learning and performance. [MC1, MC4]Design learning experiences that enhance independent learning and ownership of learning through reflection. [MC4]
Design explicit, systematic instruction that provides students with and without exceptionalities multiple ways to demonstrate their knowledge and skills. [MC2]Plan specially designed instruction (SDI) to meet the individual learning needs of students with exceptionalities. [MC2, MC3, MC5]Apply flexible grouping to support the implementation of instruction that is adapted to meet the needs of individuals and groups. [MC5]Plan focused intensive small group instruction to extend learners’ peer interactions and collaborative skills, including in face-to-face and virtual environments. [MC1, MC2]Plan instruction and assessments using various assistive technologies to support the communication and learning of individuals with exceptionalities. [MC2, MC3, MC5]Monitor student progress using ongoing assessment data and self-directed student reflection to implement evidence-based instructional practices and supports.Learning Environments -Graduates of Grand Canyon University’s Master of Education in Elementary 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 6.0, InTASC 3)
- Plan effective routines and procedures to create safe, caring, respectful, and productive learning environments for individuals with and without exceptionalities, including when using technology. [MC3]
- Identify a range of research-based preventive and responsive practices to support individuals’ social, emotional, and educational well-being.
- Analyze data from a variety of sources to identify the purpose or function served by interfering behavior. [MC2]
- Evaluate intervention data to plan behavior management strategies for students with exceptionalities. [MC2, MC5]
Collaboration -Graduates of Grand Canyon University’s Master of Education in Elementary 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]
- Identify strategies and technology to communicate and collaborate with all stakeholders when meeting the needs of students with exceptionalities. [MC1, MC5]
- Collaborate with, mentor, and manage paraprofessionals and other stakeholders in their role of supporting the education of individuals with exceptionalities and their families. [MC1, MC4]
- Collaborate with general education teachers to meet the needs of students in the inclusive classroom. [MC1, MC3, MC5]
