Master’s (MEd) in Special Education Degree
Enhance Your Teaching Career With a Special Education Master’s Program
The Master of Education in Special Education (NITL) program from Grand Canyon University’s is a non-licensure program that can prepare teacher candidates for a career in special education with a focus on K–12 students with mild to moderate disabilities. This MEd in Special Education non-licensure program aims to help graduate students master the knowledge and cultivate skills that can support the development of students with exceptionalities.
Offered by the College of Education, its curriculum teaches how to adapt instructional strategies to meet each student’s Individualized Education Program (IEP), while building upon strengths that a teacher already possesses. This non-licensure initial special education MEd program can help teacher candidates increase their familiarity with mild to moderate disabilities, while advancing knowledge in assessment and transition planning. This initial special education, mild to moderate K-12 program, does not lead to teaching licensure.
Benefits of Earning an MEd in Special Education From GCU
Earning a degree from a special education master’s program from GCU can offer a range of benefits for aspiring educators, including:
- A deep understanding of special education practices
- An emphasis on evidence-based approaches, inclusive education and the application of research findings in K-12 classroom settings
- A collaborative environment with knowledgeable faculty members
- Application of critical thinking
- The discovery of innovative techniques to engage students with diverse learning abilities in the least restrictive environment (LRE)
- Ways to enhance academic experiences for students with exceptionalities
- Field experience opportunities to apply theories, research, concepts and strategies studied throughout the program
- Flexible online and in-person in the evening learning options
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Coursework in the Master’s of Education in Special Education Program
Teacher candidates who choose to earn their MEd in Special Education (non-licensure) degree at GCU will complete field experience assignments within each course. These assignments guide candidates through practice-based and observational experiences. Access to a K–12 classroom is required to complete the non-licensure special education MEd program assignments. The classroom setting must represent mild to moderate disabilities and impairment categories that range from emotional, physical and health to learning and intellectual.
Study Valuable Skills for Teaching Special Education
Immerse yourself in the world of teaching special education by developing knowledge to teach and support students with exceptionalities. In this program you will:
- Discover innovative techniques to engage students with diverse learning abilities in the least restrictive environment (LRE)
- Gain insight into the educational requirements of students with mild to moderate disabilities and their families, encompassing definitions, characteristics, prevalence, causes and educational strategies
- Develop an understanding of employing diverse assessment methods and data sources for making diagnostic and educational choices for those with mild to moderate disabilities
- Foster inclusive, safe learning environments through collaborative efforts, promoting active learning, well-being and self-determination in individuals with disabilities
- Explore how instructional planning enhances learning for students with exceptionalities using subject-matter knowledge and specialized curricula
- Build a foundation of understanding diverse settings and learning experiences through individualized education and transition plans
- Gain field experience and learn to apply theories, research, concepts and strategies learned throughout the course
- Investigate the use of augmentative and alternative assistive technology, modifications and accommodations to enhance student communication skills
- Apply research-based strategies for teaching, focusing on math and ELA in academic and specialized curricula
Career Paths for Master’s in Special Education (Non-Licensure) Graduates
Graduates may have the opportunity to pursue careers in various educational settings, such as private, charter and public schools, as well as colleges, social service organizations and higher education institutions.
- Special education teacher
- Preschool and kindergarten special education teacher
- Elementary school special education teacher
- Middle school special education teacher
- Secondary school special education teacher
- Teaching assistant including special education
Further, this degree is worth pursuing if you want to advance your skills to position yourself to move ahead in your career within special education industries of research, policy development, advocacy organizations or within the non-profit sector.
These career paths may provide opportunities to contribute to the advancement of inclusive practices and improve educational opportunities for individuals with exceptionalities.
Master’s in Special Education (Non-Licensure) FAQs
The decision to pursue a special education master’s program often comes with many questions. To help you make your decision, we’ve provided a few frequently asked questions about this degree.
Both the MS and MEd degrees in special education teach advanced skills and knowledge about children with learning or physical disabilities. However, the main difference between an MS (Master of Science) in Special Education and an MEd (Master of Education) in Special Education often lies in their focus and emphasis.
An MS in Special Education typically has a strong emphasis on research and the acquisition of advanced knowledge in the field of special education. The program may delve into theoretical foundations, research methodologies, data analysis and the application of research findings to inform instructional practices and interventions. Research projects may be required for students to write a thesis or complete a substantial research-based capstone project in the MS in Special Education program.
An MEd in Special Education generally focuses more on the practical application of knowledge and the development of instructional skills. The program may emphasize curriculum development, assessment techniques, classroom management strategies and inclusive education practices. Practical experiences such as student teaching, internships or fieldwork may be incorporated to provide hands-on training.
Obtaining an MEd special education degree can be highly worthwhile for individuals interested in obtaining concentrated skills within special education. This program can equip you with the knowledge and skills that can enable you to make a significant impact on the lives of students with exceptionalities. Further, according to the U.S Bureau of Labor Statistics, 20,600 new jobs are estimated to open for special education teachers from 2021 to 2031.1
The MEd in Special Education (Non-Licensure) degree requires a significant commitment of time, effort and dedication. The coursework and assignments in this program may cover complex topics, in-depth studies of educational theories, research methodologies, curriculum development and instructional strategies that may be demanding. With proper time management, effective study habits and support from professors and peers, earning a master's in special education online or in the evening can be achievable and may lead to personal and professional growth, expanded career opportunities and a deeper understanding of the field of education.
This degree requires a total of 36 credits for completion. Most of the classes are six weeks in length. Fill out the form on this page to speak to a university counselor to better understand how long it takes to earn your degree in teaching special education.
Take the next step in your career and work toward making a lasting impact in the field of special education with GCU's MEd in Special Education program. Start your journey towards becoming an exceptional special education professional by applying to GCU's MEd program today.
Grand Canyon University is accredited by the Higher Learning Commission (HLCommission.org), an institutional accreditation agency recognized by the U.S. Department of Education. Program availability varies and is not offered in all states or modalities. If you are seeking licensure/certification, please refer to the “Accreditation and Compliance/State Disclosures” link for the specific program of interest’s website page for your location and/or employment state’s licensure requirements, per 34 CFR 668.14(b)32 and 668.43(c). Policy information is located in the University Policy Handbook on gcu.edu. Scholarship information is available on gcu.edu.
1 COVID-19 has adversely affected the global economy and data from 2020 and 2021 may be atypical compared to prior years. The pandemic may impact the predicted future workforce outcomes indicated by the U.S. Bureau of Labor Statistics as well. Accordingly, data shown is effective September 2022, which can be found here: U.S. Bureau of Labor Statistics, Occupational Outlook Handbook, Special Education Teachers, retrieved on June 30, 2023.
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 mild to moderate 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. 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
Teacher candidates examine strategies for increasing motivation, establishing developmentally appropriate learning environments, and planning effective routines and procedures for students with exceptionalities. Teacher candidates analyze data to develop behavior intervention plans and evaluate the effectiveness of behavioral interventions for students with exceptionalities. Teacher candidates create safe, respectful, and productive face-to-face and digital learning environments that encourage collaborative skills and peer interaction for students with exceptionalities. Additionally, teacher candidates build knowledge of how to mentor and manage paraprofessionals and other stakeholders in their role of supporting individuals and families. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: MMS-508.
Course Description
Teacher candidates survey instructional strategies, tools, resources, and technology used to design meaningful learning experiences that consider students’ strengths and interests, increase motivation for learning, and promote active engagement. Teacher candidates design explicit, systematic instruction that provides multiple ways to demonstrate learning and considers the differentiation, modification, and accommodation strategies needed to support all students. Focus is placed on how instruction can vary in different settings, including virtual environments, and how different settings affect peer interactions and collaborative skills. Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisite: MMS-508.
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 explore components of typical and atypical literacy development for students with or without exceptionalities. Coursework emphasizes research-based phonics development and the science of reading, including phonics, phonemic awareness, vocabulary, fluency, and comprehension. Teacher candidates focus on assessing developmental and other literacy concerns, including dyslexia and other reading disabilities, using a variety of formal and informal assessments that provide valid, reliable data. Focus is placed on designing learning experiences that implement accommodation strategies to support literacy development, apply flexible grouping, and enhance independent learning. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: MMS-508.
Course Description
Teacher candidates will investigate culturally and linguistically appropriate diagnostic and assessment tools and the ethical guidelines and legal policies and procedures that are important to consider during assessment and eligibility determination. Teacher candidates will build foundational knowledge regarding the use of multiple methods of assessment and data sources for making diagnostic and educational decisions for individuals with mild to moderate disabilities, including when determining modifications to the general education curriculum. Additionally, collaboration with stakeholders to determine, assess, and analyze student needs and progress is explored. Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisite: MMS-508.
Course Description
Teacher candidates explore the language processing requirements of proficient reading and writing, including explicit, systematic, cumulative, and multisensory instruction that integrates listening, speaking, reading, and writing. In addition, disabilities, such as dyslexia, are reviewed to understand how they affect the acquisition of reading skills and how they vary in presentation and degree. Teacher candidates select, differentiate, and implement research-based instructional strategies and interventions in academic and specialized curricula to advance the learning for all students, including those with mild to moderate disabilities, with attention focused on literacy, reading, and other cross-disciplinary skills. Focus is placed on analyzing data from a variety of assessments to identify students’ prior knowledge, inform instruction, and provide feedback. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisites: MMS-520 and MMS-530.
Course Description
Teacher candidates survey professional ethical principles, professional practice standards, and laws and regulations that guide special educators in understanding the multiple roles and complex situations of professional practice that require attention to a variety of legal, professional, and ethical dilemmas. Strategies and technology for communicating progress and collaborating with all stakeholders to meet the needs of students with exceptionalities are explored. Additionally, teacher candidates focus on developing an individualized education program (IEP). Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisite: MMS-540.
Course Description
Teacher candidates examine case management practices and strategies and the transition process. Legal and instructional requirements, culturally responsive collaboration and communication, and documentation of students’ progress as part of case management and transition planning are examined. Teacher candidates investigate collaboration with general education teachers, including when modifying the general education curriculum and planning specially designed instruction that meets the learning needs of students with exceptionalities. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: MMS-540.
Course Description
Teacher candidates build foundational knowledge of a variety of research-based instructional materials, strategies, and interventions to advance the learning of students with mild to moderate disabilities in mathematics. Technology, including assistive technology, is explored as a tool for supporting communication and developing higher-order skills while meeting the diverse needs of learners. Teacher candidates explore methods for engaging learners in analyzing their own assessment results and setting goals. Practicum/field experience hours: 25. Fingerprint clearance required. Prerequisite: MMS-520.
- 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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