Domains
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Professional Learning and Ethical Practice - Graduates of Grand Canyon University’s Master of Education in 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 moderate to severe 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]
- 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 moderate to severe exceptionalities and their families. [MC3, MC5]
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Learner Development and Individual Learning Differences -
- Identify typical and atypical human growth when developing a comprehensive learner profile that can be used to address the needs of students with moderate to severe exceptionalities. [MC2, MC5]
- Create developmentally appropriate and meaningful learning experiences that address the individual strengths, needs, and interests of students with moderate to severe exceptionalities. [MC5]
- Identify diverse factors that affect student learning and motivation. [MC5]
- Create developmentally appropriate learning environments based on individual learning differences and needs of students with moderate to severe exceptionalities. [MC2, MC5]
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Curricular Content Knowledge - Graduates of Grand Canyon University’s Master of 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 moderate to severe exceptionalities. [MC2]
- Identify the differences between differentiation, modifications, and accommodations 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]
- 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 moderate to severe exceptionalities in generalizing learning across different environments and extending learning locally and globally. [MC2, MC5]
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Assessment - Graduates of Grand Canyon University’s Master of Special Education program use multiple methods of assessment and data sources in making educational decisions. (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]
- 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]
- Communicate the results of educational assessments that inform decision-making for students with moderate to severe disabilities to various stakeholders. [MC1, MC2, MC4]
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Instructional Planning and Strategies - Graduates of Grand Canyon University’s Master of Special Education program select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities. (CEC 5.0, InTASC 7, 8)
- Apply findings from multiple assessments to identify students’ prior knowledge and skills and plan instruction that meets individual needs. [MC2, MC5]
- Identify instructional strategies, tools, and resources, including technology, based on student interest 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]
- Design learning experiences that enhance independent learning and ownership of learning through reflection. [MC4]
- Design explicit, systematic instruction that provides students with moderate to severe exceptionalities multiple ways to demonstrate their knowledge and skills. [MC2]
- Plan specially designed instruction (SDI) to meet the individual learning needs of students with moderate to severe 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 moderate to severe exceptionalities. [MC2, MC3, MC5]
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Learning Environments - Graduates of Grand Canyon University’s Master of 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 moderate to severe exceptionalities, including when using technology. [MC3]
- Identify a range of research-based preventive and responsive practices, including sensory and visual supports, 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 data-based behavioral interventions to create behavior management plans for students with moderate to severe exceptionalities. [MC2, MC5]
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Collaboration - Graduates of Grand Canyon University’s Master of 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, 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 moderate to severe exceptionalities. [MC1, MC5]
- Collaborate with, mentor, and manage paraprofessionals and other stakeholders in their role of supporting the education of individuals with moderate to severe exceptionalities and their families. [MC1, MC4]
- Collaborate with general education teachers to meet the needs of students with moderate to severe exceptionalities in the inclusive classroom. [MC1, MC3, MC5]
Faculty
Our faculty are committed to bringing their abundant knowledge, enthusiasm, and experience to GCU and its students every day.
Program FacultyDisclosure Categories Related to Professional Licensure
Master of Education in Special Education: Moderate to Severe (Does Not Lead to Initial Licensure)
for residents of AL, AK, AS, AZ, AR, CA, CO, CT, DE, DC, FM, FL, GA, GU, HI, ID, IL, IN, IA, KS, KY, LA, ME, MH, MD, MA, MI, MN, MS, MO, MT, NE, NV, NH, NJ, NM, NY, NC, ND, MP, OH, OK, OR, PA, PR, PW, RI, SC, SD, TN, TX, UT, VT, VI, VA, WA, WV, WI, WY,
Alabama
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Alaska
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
American Samoa
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Arizona
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Arkansas
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
California
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Colorado
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Connecticut
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Delaware
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
District of Columbia
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Federated States of Micronesia
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Florida
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Georgia
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Guam, US Territory
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Hawaii
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Idaho
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Illinois
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Indiana
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Iowa
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Kansas
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Kentucky
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Louisiana
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Maine
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Marshall Islands
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Maryland
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Massachusetts
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Michigan
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Minnesota
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Mississippi
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Missouri
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Montana
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Nebraska
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Nevada
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
New Hampshire
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
New Jersey
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
New Mexico
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
New York
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
North Carolina
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
North Dakota
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Northern Mariana Islands
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Ohio
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Oklahoma
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Oregon
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Pennsylvania
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Puerto Rico
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Republic of Palau
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Rhode Island
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
South Carolina
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
South Dakota
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Tennessee
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Texas
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Utah
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Vermont
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Virgin Islands
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Virginia
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Washington
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
West Virginia
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Wisconsin
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Wyoming
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.