Browsing by Author "Luby, Shannon"
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Item Educator Perspectives on Inclusivity and Belonging in the Classroom(Southern New Hampshire University, 2024-04-12) Luby, Shannon; Bergen, AbigailIn 1993, Carol Goodenow and Kathleen Grady “defined school belonging as ‘the extent to which children feel individually welcomed, respected, included, and supported by others within the school social environment’” (Allen, 2022, para. 4). This definition still applies today, but has evolved to include children feeling as though they can be their authentic self in the classroom, even if that is the only place they can be their true self. The intent of this research is to use a survey to examine educator perspectives on inclusive practices, with a focus on two elements of a classroom with a sense of belonging. First, what does an inclusive classroom environment feel like for students, and second, what strategies and practices do teachers implement that create an inclusive classroom? The results of the survey will be analyzed and presented to showcase how educators can ensure all students are celebrated, and to compare the research to what is currently happening in the classroom.Item Inclusivity and Belonging in the Classroom(Southern New Hampshire University, 2023-04-06) Luby, Shannon; Feingold, ElizabethInclusivity is a term often used in special education to describe the integration of students with disabilities into the general education setting. Inclusivity, however, can also refer to the feeling of being included, in other words, a sense of belonging. As a future educator, it is essential to create a welcoming classroom environment in which every single student feels safe, included, and represented in the classroom. The following presentation describes the importance of creating a classroom environment of belonging where every student feels accepted, respected, and valued, several practices to create this environment, and the benefits for students of a classroom of belonging.Item Special Education Students in the General Classroom in Spain(Southern New Hampshire University, 2022-04-06) Luby, Shannon; Tapley, ColleenThe education laws in Spain are moving towards an inclusion process, where special education students are being integrated into the general education classrooms. Educators in Spain are not prepared to have students with disabilities in their classrooms, and they are looking for resources and tools to do so. Using Liberatory Design Thinking, this project aims at finding a solution that works for educators in Spain to learn how to teach all students in their general education classrooms.