Term
Summer 2025
Capstone
Capstone Project
Degree Name
MAEd
Facilitator(s)
Jennifer Carlson
Content Expert
Sonya Tonna
Abstract
This study investigated how participation in supported mainstream classes influences social and emotional learning outcomes of high school special education students. The project was a result of the research done to answer the question: When high school special education students participate in supported mainstream classes, how are their social and emotional learning outcomes influenced? A comprehensive literature review revealed that integration of special education students into the mainstream classroom benefits their social and emotional development; however, unsupported inclusion often results in isolation and peer rejection. Effective co-teaching partnerships, that use the combined expertise of general and special education teachers, can address these challenges by reducing student anxiety and creating comprehensive support structures for student success. A resource collection to support co-teachers consists of color-coded visual representations of the co-teaching models, explanations of each model’s advantages and limitations, and interactive tools, which are accessible through a Google Suite. This project contributes to the field by providing practical resources that enable educators to establish or refine co-teaching partnerships, ultimately improving outcomes for students in integrated classroom environments
Project Type
Website Creation
Keywords
Special Education, Teachers/ Teaching, Co-teaching, Social-Emotional Learning
Recommended Citation
Murr, Clare, "The Influence of Supported Mainstream Classes on High School Special Education Students' Social and Emotional Learning" (2025). School of Education and Leadership Student Capstone Projects. 1113.
https://digitalcommons.hamline.edu/hse_cp/1113
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects