Master’s in Special Education – Moderate to Severe (NITL)
A Master’s in Special Education Program Designed for Graduates With Any Bachelor’s Degree
The Master of Education in Special Education – Moderate to Severe Non-Initial Teaching Licensure (NITL) program is designed for teaching candidates who are seeking to potentially elevate their career with master’s level knowledge on educating students with exceptionalities. Because this program does not lead to teaching licensure, ideal candidates include current educators looking to teach in moderate to severe self-contained settings, para-educators in the field and non-educators who are seeking to work with students with moderate to severe disabilities in K-12 or residential settings that do not require licensure.
Individuals enrolled in the Master of Education in Special Education – Moderate to Severe program will have the opportunity to develop expertise on moderate to severe disability characteristics as well as cultivate skills to support students within this population in all areas of development. The curriculum in this program provides an initial examination of topics related to special education, specifically areas that affect individuals with moderate to severe disabilities, through graduate-level discussions and practical assignments.
Course Topics You Will Study During a Special Education Master’s Degree Program
In your master’s in special education degree program at GCU, you will study various topics that can help you learn to best manage a classroom and help those with moderate to severe exceptionalities receive a fulfilling education. Some of the specific course topics you will cover include:
- Ethical and legal practices
- Adaptive communication
- Planning for moderate to severe exceptionalities
- Classroom management and behavior
- Functional teaching methods
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Benefits of GCU’s Online Programs for Master’s in Special Education
With over 90,000 online students in Fall 2023, GCU specializes in online learning and strives to provide you with the education and flexibility needed in today’s busy world. Behind GCU’s online degrees is a network of dedicated, experienced faculty, numerous resources and a learning management system that is designed for you. Online programs are also an affordable option that offers you control over your schedule, helping you achieve balance in your personal and professional life.
What Can I Do With a Master’s in Special Education?
Students in the program are taught to work with individuals with moderate to severe exceptionalities and implement individualized educational plans to accommodate various student needs. GCU strives to equip graduates of this program who are already licensed to become a special education teacher in public, private or charter schools. Job possibilities include:
- Education teacher (postsecondary)
- Special education teacher (kindergarten)
- Special education teacher (elementary school)
Non-Licensure Master’s in Special Education Degree Program FAQs
The Master of Education in Special Education – Moderate to Severe Non-Initial Teaching Licensure program at GCU consists of 13 classes for a total of 39 credits. Online courses for this program are typically six weeks in length.
Other industry settings that those with a special education master’s degree may explore outside of teaching include:
- Private or public organizations
- Local, state or federal education departments
- Residential settings
- Community centers
- Nonprofits
A degree in moderate to severe special education focuses on practices and implementation of strategies to provide specialized education to those with moderate to severe exceptionalities in a classroom setting. Moderate to severe disabilities include autism, moderate/severe intellectual disabilities, traumatic brain injury, emotional disability, specific learning disability, orthopedic impairments, developmental delay and/or other health impairments.1
GCU’s special education master’s degree is designed for those who already have a bachelor’s degree in another discipline. Those with a bachelor’s degree in any field – such as psychology – may be eligible for the program.
Depending on your career aspirations, there are various special education-related master’s degrees that may be complementary to a bachelor’s in special education. Degrees such as a Master of Education in Elementary and Special Education and Master of Education in Early Childhood Education and Early Childhood Special Education degree are all great options for those wanting to position themselves for possible career advancement in special education. A master’s in special education – moderate to severe is also a great option for those wanting to work with children with moderate to severe exceptionalities and deepen their knowledge of the special education field.
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.). Special Education Moderate/Severe Disabilities, K-12. Retrieved on Feb. 13, 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.
- 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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