Master’s Degree in Moderate to Severe Special Education
Develop Skills for Teaching Moderate to Severe Special Education Students
The Master of Education (MEd) in Special Education: Moderate to Severe program is designed for individuals with a bachelor's degree who are interested in teaching K-12 children who have advanced special needs and exceptionalities. This master’s degree program can prepare you to seek initial teaching licensure in the field of moderate to severe special education. 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.
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Work Toward Teaching Moderate to Severe Special Education in K-12 Classrooms
This special education master’s degree program is offered in person and online. If you find yourself balancing personal responsibilities with earning your MEd in special education, the online and evening formats can make your education goals possible.
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 moderate to severe special education licensure program creates room for both academic excellence and personal flexibility that can suit your individualized needs.
Special Education Moderate to Severe Curriculum and Teaching Courses
This graduate program includes a rigorous curriculum, relevant courses and faculty to support your journey to begin teaching students with moderate to severe exceptionalities. In this program, you will study special education moderate to severe curriculum that includes a variety of topics, such as:
- Characteristics of intellectual exceptionalities and other physical health impairments
- Ethical and legal practices
- Developmentally appropriate skills
- Instructional planning
- Collaboration strategies
- Diagnosis and assessment in advanced special education
- Communication and behavior strategies
- Assistive technologies
- Classroom management methods
Career Paths for MEd in Moderate to Severe Special Education Graduates
Upon completion of this MEd program, graduates may be prepared to apply for a moderate to severe special education license to be able to adeptly support students facing advanced exceptionalities. Graduates are taught to become skilled in crafting personalized education plans tailored to meet the unique requirements of each individual student.
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
Accredited Master of Education Degrees
This moderate to severe special education master’s degree is accredited by the Association for Advancing Quality in Educator Preparation (AAQEP), an accrediting body endorsed by the Council for Higher Education Accreditation.
Additionally, GCU maintains accreditation by the Higher Learning Commission (HLC), affirming our commitment to delivering quality education at both national and regional levels. Our MEd programs have received full accreditation from AAQEP, signifying our commitment to fostering effective educators who can evolve professionally and maintain the highest standards of quality in education.
MEd in Special Education: Moderate to Severe FAQs
Explore the questions and answers below to help provide clarity on various aspects of the special education track, helping you make well-informed decisions about your academic pursuits.
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.
The different levels of special education encompass varying degrees of needs, with categories spanning from mild to moderate to more intensive, such as moderate to severe exceptionalities. According to the Arizona Department of Education, these categories can include conditions like autism, intellectual disabilities, traumatic brain injury, emotional disability, specific learning disability, orthopedic impairments, developmental delay, health/hearing impairments, among others, each requiring specific interventions and support.1
GCU offers different graduate certificates and degree options available for the specific levels mentioned above, including a Graduate Certificate of Completion Special Education, Mild to Moderate and Master of Education (MEd) in Special Education: Moderate to Severe (Non-licensure) degree.
Yes. While this master’s degree program 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 designed to help prepare you to possibly change careers or help you work toward enhancing your current career in the education field.
An online master’s degree in special education from GCU delivers the same 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.2, 3
The main difference between mild to moderate and moderate to severe special education lies in the varying levels of severity. Mild to moderate special education typically addresses conditions such as autism, traumatic brain injury, certain emotional or behavioral disorders, developmental delay and/or other health impairments.4 Students in this category may require specialized instruction and support but often participate in general education settings for a significant part of their school day.
On the other hand, moderate to severe special education involves more profound impairments that can significantly impact a student's cognitive, behavioral, social or physical functioning. This category includes severe intellectual challenges, significant developmental delays or health impairments, severe autism spectrum disorders, orthopedic impairments and severe behavioral or emotional disturbances.5 Students with moderate to severe exceptionalities usually need more intensive and individualized support, specialized educational settings, extensive accommodations and may often face challenges accessing the general education curriculum.
Yes. Specialized focuses in advanced special education, like autism spectrum disorders or emotional and behavioral disorders are available depending on the school you attend. At GCU, you have the potential to advance your focus in special education programs by pursuing one of our master’s programs in autism spectrum disorders (ASD) or emotional and behavioral disorders (EBD). These concentrations can offer more focused coursework and interventions like Applied Behavior Analysis (ABA), communication skills, social development, behavior management, and tailored support strategies for ASD or EBD challenges. These specialized tracks can help you support individuals with diverse needs in educational settings.
Embark on your journey in specialized education with our MEd in Special Education: Moderate to Severe. Enroll now to work toward acquiring teaching skills that can make a lasting impact on diverse learners.
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 licensure requirements, per 34 CFR 668.14(b)32 and 668.43(c).
1 Arizona Department of Education. (n.d.). Disability Categories. Retrieved on Dec. 19, 2023.
2 Hamilton, I. (2023, May 24). By The Numbers: The Rise Of Online Learning In The U.S. Forbes. Retrieved on Jan. 17, 2024.
3 Best Colleges. (2023, May 24). How Does Online College Accreditation Work? Retrieved on Jan. 17, 2024.
4 Arizona Department of Education (n.d.). Special Education Mild/Moderate Disabilities, K-12. Retrieved on Jan. 17, 2024.
5 Arizona Department of Education (n.d.). Special Education Moderate/Severe Disabilities, K-12. Retrieved on Jan. 17, 2024.
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: None. 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.
Course Description
Teacher candidates survey moderate to severe 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. A focus is placed on building an understanding of differentiation, modification, and accommodation strategies, tools, and resources that support student learning and active engagement. 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.
Course Description
In this course, teacher candidates will develop essential skills in case management, professional collaboration, and effective communication for students with moderate to severe exceptionalities. Through participation in professional learning communities and reflective practices, teacher candidates will enhance their instructional strategies and recognize the effect of biases. Emphasis is placed on clear communication of student progress and goals to all stakeholders and introduces advanced technologies and strategies for collaborative stakeholder engagement. Additionally, the course provides practical experience in the management of Individualized Education Programs (IEPs) and coordination with interdisciplinary teams. Practicum/field experience hours: None. Fingerprint clearance not required.
Course Description
Teacher candidates will learn to create and maintain safe, inclusive, and culturally responsive learning environments that foster the academic and social growth of students with disabilities. Emphasizing collaboration and evidence-based practices, the course focuses on identifying diverse factors affecting student learning and motivation and analyzing various measures of data for identifying the purpose or function served by interfering behavior and designing effective interventions. Instructional strategies will focus on promoting emotional well-being, positive social interactions, self-determination and regulation, and intensive small group instruction to enhance collaborative skills in both physical and virtual settings. Candidates will also develop expertise in establishing routines and using technology to support productive learning environments, and in evaluating and creating data-driven behavior management plans for students with moderate to severe exceptionalities. Practicum/field experience hours: 25. Fingerprint clearance required. Prerequisite: MSS-508 or approved enrollment in the Graduate Certificate of Completion: Special Education, Moderate to Severe.
Course Description
In this course, teacher candidates will explore comprehensive instructional strategies, resources, and assistive technologies tailored to support students with moderate to severe exceptionalities. Focus is placed on creating developmentally appropriate learning environments that reflect individual differences and needs, and to differentiate the general curriculum to enhance access, learning, and successful functioning across various contexts. The course emphasizes designing explicit, systematic instruction that offers multiple ways for students to demonstrate their knowledge and accommodate diverse learning styles. Candidates will also develop skills in analyzing data to refine instruction, provide targeted feedback, and bolster peer interaction and collaborative skills, with a focus on how these may look different in various settings, including virtual environments. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: MSS-508.
Course Description
In this course, teacher candidates delve into the science of reading and phonics with an emphasis on understanding both typical and atypical language development and the effect of disabilities and disorders on literacy. Candidates are guided to use this knowledge to make informed programmatic and instructional decisions that support individuals with moderate to severe exceptionalities. Research-based strategies for phonics, phonemic awareness, vocabulary, fluency, and comprehension are explored, along with methods for accommodating the general education curriculum to enhance access to the core curriculum and support individualized learning needs. Candidates will examine the role of speech-language pathologists, special education teachers, and others in utilizing augmentative and alternative communication to promote literacy and communication skills. Focus is placed on planning and implementing instruction and assessments using assistive technologies that facilitate communication and learning for students with moderate to severe exceptionalities, ensuring that modifications and accommodations are effectively integrated to maximize student success. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: MSS-530 or approved enrollment in the Graduate Certificate of Completion: Special Education, Moderate to Severe.
Course Description
This course equips teacher candidates with the skills to select and adapt research-based instructional strategies, ensuring access to English language arts content, including literacy, for individuals with moderate to severe exceptionalities. Emphasis is placed on the creation of developmentally appropriate and meaningful learning experiences that address individual strengths, needs, and interests, while providing a functional approach to ELA instruction. Candidates will explore the effect of disabilities like dyslexia on reading acquisition, understanding their variance in presentation and degree. Focus is placed on modifying the general education curriculum and planning specially designed instruction (SDI) to foster skills and strategies enabling students with moderate to severe exceptionalities to access the core curriculum, meet individualized learning goals, and function successfully across diverse settings. Candidates will also learn to develop formal and informal assessments that minimize bias and yield valid, reliable data on student progress and needs. Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisite: MSS-530 or approved enrollment in the Graduate Certificate of Completion: Special Education, Moderate to Severe.
Course Description
Teacher candidates will explore a range of diagnostic and educational assessment tools essential for determining student eligibility and tracking progress for individuals with moderate to severe exceptionalities. Candidates will acquire a foundational understanding of using various assessment methods and analyzing data to identify typical and atypical developmental patterns for comprehensive learner profiles, which are used to inform the creation of individualized education programs (IEPs) and effective educational planning. Focus is placed on identifying culturally and linguistically relevant measures and procedures that contribute to fair and accurate eligibility determination for special education services. Additionally, the course emphasizes the importance of clear communication with IEP team members, external stakeholders, and families regarding assessment outcomes and educational decisions. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: MSS-510 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 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.
Course Description
Teacher candidates will explore professional ethical principles, practice standards, and the legal framework governing special education. They will apply these ethical guidelines and policies to real-world scenarios, enhancing their professional conduct and decision-making with individuals with moderate to severe exceptionalities. The course will also develop candidates' skills in communication, group facilitation, problem-solving, and conflict resolution, fostering culturally responsive collaboration with families and stakeholders. Teacher candidates will focus on developing an individualized education program (IEP) and on building effective partnerships and managing team dynamics, including mentoring and overseeing paraprofessionals. Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisite: MSS-508 or approved enrollment in the Graduate Certificate of Completion: Special Education, Moderate to Severe.
Course Description
Teacher candidates will enhance their repertoire with research-based instructional strategies, ensuring access to and engagement with functional mathematics and science content for students with moderate to severe exceptionalities. Candidates will employ a variety of assessments to discern students' prior knowledge and individual needs, enabling the design of personalized and effective lesson plans. A key focus will be the strategic selection and adaptation of instructional strategies, tools, and resources, including technology, to foster higher-order thinking skills and accommodate diverse learning styles. Candidates will also learn to apply flexible grouping techniques to tailor instruction for individuals and small groups. Additionally, the course will cover collaborative strategies for working with general education teachers to support inclusive education and modeling of best practices in both traditional and virtual learning environments. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: MSS-530 or approved enrollment in the Graduate Certificate of Completion: Special Education, Moderate to Severe.
Course Description
In this course, teacher candidates will delve into transition planning with a focus on equipping students with moderate to severe exceptionalities for seamless transitions to postsecondary life, employment, and community involvement. The course will guide candidates in crafting measurable postsecondary goals and activities that are closely aligned with students' aspirations, emphasizing the crucial roles of families and interagency collaboration. Candidates will learn to integrate cross-disciplinary skills into the curriculum, aiding students in generalizing learning across different settings and contributing to local and global communities. The course will concentrate on designing reflective and independent learning experiences that involve students in self-assessment and goal setting, as well as foster a sense of ownership, to ensure students with moderate to severe exceptionalities become proactive participants in their education and transition processes. Additionally, advocacy for improved outcomes will be a central theme, with an emphasis on addressing the diverse needs of individuals from various social, cultural, linguistic, and technological backgrounds. Practicum/field experience hours: 20. Fingerprint clearance required.
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 Evauluation of Performance (STEP) and an Individualized Education Program (IEP) Performance Template related to special education services. 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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