Date of Award
5-2026
Culminating Project Type
Starred Paper
Styleguide
apa
Degree Name
Special Education: M.S.
Department
Special Education
College
School of Education
First Advisor
Brian J. Valentini
Second Advisor
Bradley J. Kaffar
Third Advisor
Melisa S. Brever
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
inclusive education, secondary students with disabilities, social development, academic engagement, peer relationships
Abstract
Abstract
Inclusive education has become a central focus in secondary schooling, particularly for students transitioning from self-contained classrooms into general education settings. This literature review examines how engagement in inclusive school environments influences the social, academic, and emotional development of secondary students with disabilities. Pulling from peer-reviewed research from international contexts, the review synthesizes findings related to inclusive classroom practices, peer-assisted learning, experiential instruction, communication supports, and transition services. The findings indicate that inclusive environments can promote meaningful social interaction, improved communication skills, and increased academic engagement, particularly when structured supports and intentional peer interactions are implemented. Peer relationships and classroom climate emerged as critical factors influencing students’ sense of belonging and overall development. However, inclusion alone does not guarantee positive outcomes; without targeted supports, students may continue to experience social marginalization, lower academic self-concept, and inconsistent emotional well-being. The review also identifies key gaps in the literature, including limited longitudinal research, inconsistent terminology, and insufficient attention to student voice and communication-focused interventions. Implications suggest that educators must design inclusive environments that prioritize meaningful participation, individualized supports, and structured opportunities for peer engagement. Overall, this study reinforces that effective inclusion is not defined by placement, but by the quality of supports and interactions that enable students with disabilities to fully participate and thrive in secondary educational settings.
Keywords: inclusive education, secondary students with disabilities, social development, academic engagement, peer relationships
Recommended Citation
Hill, Kaitlin, "The Social, Emotional, and Academic Impact of Secondary Students in General Education Settings" (2026). Culminating Projects in Special Education. 244.
https://repository.stcloudstate.edu/sped_etds/244
