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)

• 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; 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); MC1, MC2, MC3, MC5]
• 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]

Learning Environments -
Graduates of Grand Canyon University’s Master of Education in Special Education: Moderate to Severe 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, 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; InTASC 3(a), 3(c), 3(f), 3(k); 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; InTASC 3(d), 3(e), 3(l); MC1, MC2]
• 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]

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)

• Understand the central concepts, structures of the discipline, and 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; InTASC 4(a), 4(o), 4(r), 5(c); 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, IIC.5.K1, IIC.5.S5, IIC.5.S12; InTASC 4(b), 4(n), 5(c), 8(n); 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; InTASC 1(a); MC1, MC2, MC4, 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]

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)

• 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; InTASC 6(a), 6(b), 6(h), 6(j), 6(k); 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; InTASC 6(c), 6(k), 7(l), 7(q); 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; InTASC 6(g), 6(i), 6(o), 6(t), 6(v), 9(c), 9(l) 10(a); 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; InTASC 6(d), 6(f), 6(l), 6(m), 6(q), 6(s), 8(b); 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; InTASC 6(e), 6(h), 6(p), 6(u); ISTE-T 2d, 4b; MC2, MC4, MC5]
• 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]

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)

• Consider individual abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities. [CEC 1.1, 5.1, ICSI.1.K5, ICSI.1.K7, ICSI.5.S8, ICSI.5.S8, ICSI.5.S15, IIC.5.K1, IIC.5.K3, IIC.5.K3, IIC.5.S2, IIC.5.S10, IIC.5.S12, IIC.5.S14; InTASC 1(b), 2(d), 5(f), 6(v), 8(s), 9(h); MC2, MC3, MC4, MC5]
• 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; InTASC 6(g), 6(i), 6(r), 8(b); ISTE-T 2a, 2d, 2c; MC1, MC4]
• Select instructional strategies, tools, and resources, including technology, that develop higher-order skills while meeting the diverse needs of learners. [MC2, MC5]
• Use strategies to enhance language development and communication skills of individuals with exceptionalities. [CEC 5.4, ICSI.5.K2, ICSI.5.S19; InTASC 2(e); 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; InTASC 7(b), 7(e); 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.S; InTASC 5(a), 5(m), 5(s), 7(h); MC1, MC2, MC4]
• 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]

Professional Learning and Ethical Practice -
Graduates of Grand Canyon University’s Master of Education in Special Education: Moderate to Severe 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, 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; InTASC 9(a), 10(f); MC3, MC4, MC5]
• Identify a range of research-based preventive and responsive practices, including sensory and visual supports, to support individuals’ social, emotional, and educational well-being.
• 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; InTASC 2(d); MC1, MC3, MC4, MC5]
• Evaluate data-based behavioral interventions to create behavior management plans for students with moderate to severe exceptionalities. [MC2, MC5]
• Advance the profession by engaging in activities such as advocacy and mentoring. [CEC 6.5, ICSI.6.K2, ICSI.6.K6, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, ICSI.6.S5, ICSI.6.S6; InTASC 10(j); 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; InTASC 5(k); MC1, MC2, MC4, MC5]

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]
• 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; TPE 4.6; AAQEP 1f; 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 4c, 4d; TPE 4.6, 6.4; MC1, MC2, MC3, MC4, MC5]
• Collaborate with general education teachers to meet the needs of students with moderate to severe exceptionalities in the inclusive classroom. [MC1, MC3, MC5]