Learner Development and Individual Learning Differences -
Graduates of Grand Canyon University’s Master of Education in Elementary Education 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 1.0; ACEI 1; InTASC 1, 2)

• Explain how language, culture, and family background influence the learning of individuals with exceptionalities. [CEC 1.1, ICSI.1.K4, ICSI.1.K5, ICSI.1.K6, ICSI.1.K7, ICSI.1.K12, ICSI.1.K13, ICSI.2.K8, ICSI.4.S6, ICSI.5.S6, ICSI.6.S6; InTASC 1(e), 2(d), 2(j), 2(k), 2(m); TPE 4.1; AAQEP 1c; MC3, MC5]
• Use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. [CEC 1.2, ICSI.1.K3, ICSI.1.K4, ICSI.1.K7, ICSI.1.K12, ICSI.1.K13, IGC.1.K4, IGC.1.S1; InTASC 1(a), 1(b), 1(d), 1(e), 1(f), 1(h), 1(j), 2(a), 2(b), 2(g), 2(h), 2(l); TPE 3.2, 4.2; MC1, MC2, MC3, MC5]
• Design and modify instruction applying the major concepts, principles, theories, and research related to the cognitive, linguistic, social, emotional, and physical development of children and young adolescents that supports the role of language and culture in learning, and readiness for learning across performance areas. [InTASC 1(a), 1(e), 1(f), 1(g), 2(c), 2(d), 2(e), 2(g), 2(i), 2(j), 2(k), 2(o); MC2, MC3, MC5]
• Create developmentally appropriate instruction that takes into account individual learners’ strengths, interests, differences, and needs, using instructional strategies that promote students’ learning and individual development, acquisition of knowledge, and motivation. [InTASC 1(b), 1(d), 1(h), 1(i), 2(a), 2(b), 2(f), 2(g), 2(h), 2(l), 2(m), 2(n); MC2, MC3]

Learning Environments -
Graduates of Grand Canyon University’s Master of Education in Elementary Education 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 2.0; ACEI 1, 3; InTASC 3)

• Through collaboration with general educators and other colleagues, teacher candidates create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions. [CEC 2.1, ICSI.2.K1, ICSI.2.K2, ICSI.2.K3, ICSI.2.K4, ICSI.2.K5, ICSI.2.S1, ICSI.2.S4, ICSI.2.S15, ICSI.7.S6, IGC.7.K1, IGC.7.K4, IGC.7.S1, IGC.7.S2, IGC.7.S4; InTASC 1(a), 1(e), 1(f), 1(g), 2(c), 2(d), 2(e), 2(g), 2(i), 2(j), 2(k), 2(o), 3(a), 3(c), 3(f), 3(k), 3(l), 7(m); MC1, MC3, MC4, MC5]
• Use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments. [CEC 2.2, ICSI.2.K5, ICSI.2.S2, ICSI.2.S3, IGC.2.S3, IGC.5.S23, IGC.5.S24; InTASC 3(d), 3(e), 3(l); TPE 2.1; AAQEP 2c; MC1, MC2]
• Explain how to intervene safely and appropriately with individuals with exceptionalities in crises. [CEC 2.3, ICSI.2.K6, ICSI.2.S10, IGC.2.S4, IGC.2.S5, IGC.2.S6, IGC.6.S2; InTASC 2(h), 3(k); MC2, MC4, MC5]
• Create a supportive learning environment that encourages self-advocacy, increases independence, and emphasizes safe and ethical use of information and technology. [CEC 2.1, ICSI.2.K1, ICSI.2.K2, ICSI.2.K3, ICSI.2.K4, ICSI.2.S1, ICSI.2.S3, ICSI.2.S4, ICSI.2.S8, ICSI.2.S9, IGC.2.K2, IGC.2.K3, IGC.2.S2; InTASC 3(g), 3(m), 5(k), 9(f); ISTE-E 3c, 6a; MC4, MC5]
• Identify techniques to establish a learning environment that maintains learners’ attention by actively engaging students in managing resources of time and space, and fostering respectful ways of communication and safe interactions through the inclusion of expectations, values, and routines. [InTASC 3(k), 3(d), 3(e), 3(f), 3(h), 3(i), 3(j), 3(k), 3(l), 3(q), 7(n); ISTE-E 3b, 6a, 6b, 6d; MC1, MC2, MC4]

Curricular Content Knowledge -
Graduates of Grand Canyon University’s Master of Education in Elementary Education and Special Education program use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities. (CEC 3.0; ACEI 2, 3; InTASC 4, 5)

• Understand the central concepts, structures of the discipline, tools of inquiry of the content areas they teach, and organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities. [CEC 3.1, ICSI.3.K1, ICSI.3.K2, ICSI.3.K3, ICSI.3.S1, IGC.5.K3; InTASC 4(a), 5(c); TPE 1.5, 3.1, 3.3, 4.3; MC1, MC2, MC4]
• Understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities. [CEC 3.2, ICSI.3.K2, ICSI.3.K3, ICSI.5.S15; InTASC 4(b), 5(c), 8(n); TPE 3.3, 4.3; MC1, MC2, MC4]
• Modify general and specialized curricula to make them accessible to individuals with exceptionalities. [CEC 3.3, ICSI.1.K3, ICSI.3.K2, ICSI.3.K3, ICSI.5.S15, ICSI.5.S21, IGC.5.S23, IGC.5.S24; InTASC 1(a); TPE 3.5, 3.6, 4.4, 5.8; MC1, MC2, MC4, MC5]
• Use multiple representations and explanations that capture key ideas in the discipline, guide learners through learning progressions, and promote each learner’s achievement of content standards. [CEC 3.1; IGC.5.K1, IGC.5.K3, IGC.5.K5, IGC.5.S3, ICSI.3.S1, ICSI.5.S5; InTASC 4(a), 4(f), 4(j), 4(n), 5(a), 5(i), 7(c), 8(e); MC2, MC4]
• Integrate supplementary technologies effectively to ensure accessibility and relevance for all learners. [InTASC 4(f), 4(g), 5(c), 5(k), 5(n); ISTE-E 5a, 5b, 5c; MC2, MC3, MC5]

Assessment -
Graduates of Grand Canyon University’s Master of Education in Elementary Education and Special Education program use multiple methods of assessment and data sources in making educational decisions. (CEC 4.0; ACEI 3, 4; InTASC 6)

• Select and use technically sound formal and informal assessments that minimize bias. [CEC 4.1, ICSI.4.K1, ICSI.4.K2, ICSI.4.K4. ICSI.4.S1, ICSI.4.S5, ICSI.4.S2, ICSI.4.S8, IGC.4.K1, IGC.4.K3, IGC.4.S1, IGC.4.S2, IGC.4.S3, IGC.4.S4; InTASC 6(a), 6(b), 6(h), 6(j), 6(k); TPE 5.1; MC2, MC3, MC5]
• Use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities. [CEC 4.2, ICSI.4.K1, ICSI.4.K2, ICSI.4.K3, ICSI.4.K4, ICSI.4.S1, ICSI.4.S5, ICSI.4.S6, ICSI.4.S8, IGC.4.K1; InTASC 6(c), 6(k), 7(l), 7(q); TPE 5.2, 5.8; AAQEP 1d; MC2, MC5]
• In collaboration with colleagues and families, use multiple types of assessment information in making decisions about individuals with exceptionalities. [CEC 4.3, ICSI.4.K1, ICSI.4.K2, ICSI.4.S4, ICSI.4.S1, ICSI.4.S6, ICSI.6.K4, ICSI.7.K2, ICSI.7.K3, ICSI.7.K4, ICSI.7.S2, ICSI.7.S3, ICSI.7.S4, ICSI.7.S5, ICSI.7.S3, ICSI.7.S10, IGC.4.K1, IGC.4.K2, IGC.4.K3, IGC.7.K2, IGC.7.S2; InTASC 6(g), 6(i), 6(o), 6(t), 6(v), 9(c), 9(l) 10(a); TPE 1.2, 5.5, 5.6, 5.7; AAQEP 2a; MC1, MC2, MC3, MC4, MC5]
• Engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them. [CEC 4.4, ICSI.4.K1, ICSI.5.S14, ICSI.5.S17, IGC.5.S23, IGC.5.S24; InTASC 6(d), 6(f), 6(l), 6(m), 6(q), 6(s), 8(b); ISTE-E 7c; TPE 1.8, 2.5, 5.3; MC1, MC4, MC5]
• Prepare all students for the demands of particular assessment formats and make appropriate accommodations in assessments or testing conditions for students with exceptionalities. [CEC 4.1, ICSI.4.K4, ICSI.4.S2, ICSI.4.S3, ICSI.4.S4, IGC.4.S3; InTASC 6(e), 6(h), 6(p), 6(u); ISTE-E 2b, 7a, 7b; MC2, MC4, MC5]
• Examine performance data to guide and engage students in their own thinking and learning, and to inform instructional planning based on identified learning gaps and patterns. [CEC 4.2, 4.4; IGC.2.S4, IGC.4.S3, ICSI.4.S5, ICSI.4.S7, ICSI.5.S11, ICSI.5.S14, ICSI.5.S21; InTASC 6(c), 6(d), 6(f), 6(g), 6(l), 6(m), 6(o), 6(q), 7(d), 7(l); MC2]
• Continuously monitor student progress to provide effective descriptive feedback, and collaboratively establish learning goals, assisting students in identifying quality work and analyzing their own assessment results. [InTASC 6(d), 6(m), 6(n), 6(q), 6(s), 7(f); ISTE-E 6a, 7b, 7c; MC1, MC2]
• Employ technological resources to engage students and support assessment practices. [InTASC 6(a), 6(b), 6(e), 6(g), 6(i), 6(j), 6(k), 6(p), 6(u); ISTE-E 7a, 7b, 7c; MC1, MC2, MC5]

Instructional Planning and Strategies -
Graduates of Grand Canyon University’s Master of Education in Elementary Education and Special Education program select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities. (CEC 5.0; ACEI 2, 3; InTASC 7, 8)

• Use knowledge and understanding of effective verbal, nonverbal, and media communication techniques to create opportunities for active inquiry, collaboration, and supportive interaction in the elementary classroom. [InTASC 8(g), 8(i), 8(h), 8(m); ISTE-E 5c; MC1, MC2]
• Use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities. [CEC 5.2, ICSI.5.K2, ICSI.5.K3, ICSI.5.S7, ICSI.5.S14, IGC.5.K1, IGC.5.K3, IGC.5.S1, IGC.5.S7, IGC.5.S23, IGC.5.S24, IGC.5.S25, IGC.5.S29; InTASC 6(g), 6(i), 6(r), 7(b), 7(d), 7(j), 7(q), 8(a), 8(b), 8(j), 8(k), 8(p); ISTE-E 5a, 5b, 5c, 7b; MC1, MC2, MC4]
• Plan instruction using augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities. [CEC 5.3, ICSI.5.K2, ICSI.5.K3, ICSI.5.S15, ICSI.5.S19, ICSI.5.S20, IGC.5.K1, IGC.5.S7, IGC.5.S21; InTASC 2(h), 3(h), 8(g); ISTE-E 5a, 5b; MC1, MC4]
• Use strategies to enhance language development and communication skills of individuals with exceptionalities. [CEC 5.4, ICSI.5.K2, ICSI.5.S19, IGC.5.S13, IGC.5.S14, IGC.5.S16, IGC.5.S17, IGC.5.S18, IGC.5.S19, IGC.5.S23, IGC.5.S24; InTASC 2(e); TPE 1.6, 3.5, 4.4, 4.7, 5.7; MC1, MC4]
• Develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams. [CEC 5.5, ICSI.5.S8, ICSI.5.S8, ICSI.5.S15, ICSI.5.S17, ICSI.5.S19, IGC.5.K1, IGC.5.K3, IGC.5.K8, IGC.5.S1, IGC.5.S2, IGC.5.S11 IGC.5.S23, IGC.5.S24; InTASC 7(b), 7(e); TPE 4.5; MC1, MC2, MC4, MC5]
• Teach to mastery and promote generalization of learning. [CEC 5.6, ICSI.5.S16, ICSI.5.S18; InTASC 8(s); TPE 2.5; MC1, MC2, MC4]
• Teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities. [CEC 5.7, ICSI.5.S14, ICSI.5.S15, ICSI.5.S16, IGC.5.S3, IGC.5.S10; InTASC 5(a), 7(h); TPE 1.5, 3.3; MC1, MC2, MC4]
• Plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community. [InTASC 7(a), 7(c), 7(g), 7(h), 7(i); MC2, MC4]
• Use a variety of teaching strategies and technologies that encourage elementary students’ development of critical thinking and problem solving. [InTASC 7(k), 8(e), 8(f), 8(l), 8(o) 8(r); ISTE-E 3b, 6c; MC2]

Professional Learning and Ethical Practice -
Graduates of Grand Canyon University’s Master of Education in Elementary Education and Special Education program use foundational knowledge of the field and professional ethical principles and practice standards to inform special education practice, to engage in lifelong learning, and to advance the profession. (CEC 6.0; ACEI 5; InTASC 9, 10)

• Use professional ethical principles and professional practice standards to guide professional practice. [CEC 6.1, ICSI.6.K2, ICSI.6.K4 ICSI.6.S1, ICSI.6.S2, ICSI.6.S3, ICSI.6.S4, ICSI.6.S5, ICSI.6.S7, IGC.6.K4, IGC.6.K6, IGC.6.S2; InTASC 9(a), 10(f); TPE 6.5; MC3, MC4, MC5]
• Describe how foundational knowledge and current issues influence professional practice. [CEC 6.2, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, IGC.6.K1, IGC.6.K2, IGC.6.K3; InTASC 10(h); ISTE-E 1b, 1c; MC1, MC2, MC4]
• Explain how diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services. [CEC 6.3, ICSI.6.K2, ICSI.6.K5, ICSI.6.K6, ICSI.6.K7, ICSI.6.K10, ICSI.6.S3, ICSI.6.S3, IGC.6.K5; InTASC 2(d); AAQEP 1c; MC1, MC3, MC4, MC5]
• Demonstrate the significance of lifelong learning by participating in professional activities and learning services. [CEC 6.4, ICSI.6.K2, ICSI.6.K5, ICSI.6.K6, ICSI.6.K7, ICSI.6.K10, ICSI.6.S3, ICSI.6.S3, IGC.6.K5; InTASC 9(a), 9(g), 10(f); ISTE-E 1a, 1b, 1c; MC2, MC4, MC5]
• Advance the profession by engaging in activities such as advocacy and mentoring. [CEC 6.5, ICSI.6.K2, IGC.6.K4, ICSI.6.K6, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, ICSI.6.S5, ICSI.6.S6, IGC.6.K5, IGC.6.S2; InTASC 10(j); ISTE 2b, 3c; MC1, MC3, MC4]
• Provide guidance and direction to paraeducators, tutors, and volunteers. [CEC 6.6, ICSI.6.S8, ICSI.6.K13, ICSI.6.K14, ICSI.6.S12; InTASC 10(n); AAQEP 2f; MC1, MC2, MC4, MC5]
• Demonstrate legal, ethical, and quality requirements related to the management of confidential student information. [CEC 6.1, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, ICSI.7.S1, IGC.6.K1, IGC.6.K6; InTASC 5(k); TPE 6.6; AAQEP 1f; MC1, MC2, MC4, MC5]
• Effectively reflect on professional decisions and actions as they relate to students, families, other professionals, and educational laws. [InTASC 9(a), 9(b), 9(c), 9(d), 9(e), 9(j), 9(k), 9(n), 9(o); ISTE-E 4d; MC2, MC3, MC5]

Collaboration -
Graduates of Grand Canyon University’s Master of Education in Elementary Education 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)

• Use the theory and elements of effective collaboration. [CEC 7.1, ICSI.7.K1, ICSI.7.S3; InTASC 7(o); ISTE-E 4c; MC1, MC4, MC5]
• Serve as a collaborative resource to colleagues. [CEC 7.2, ICSI.7.S3, ICSI.7.S8, ICSI.7.S9; InTASC 10(k); ISTE-E 4a; MC1, MC4, MC5]
• Use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators. [CEC 7.3, ICSI.7.K1, ICSI.7.S3, ICSI.7.S6, IGC.7.K4; InTASC 10(b), 10(j); ISTE-E 4a; MC1, MC2, MC3, MC4, MC5]