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Title
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Designing an Inclusive Art Classroom: A Framework to Support Emergent Bilingual and Neurodiverse Learners
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Creator
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Adaline Lathrop
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Degree Name
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Master of Arts in Teaching (initial licensure)
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Project Type
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action_research_project
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Date
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6/13/2026
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Abstract
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This action research project examined how instructional strategies grounded in Universal Design for Learning (UDL) and Culturally Relevant Pedagogy (CRP), collectively referred to as the Lathrop Framework, impacted emergent bilingual and neurodiverse students in a secondary art classroom. Drawing on classroom observations, student surveys, participation data, student work samples, and grade patterns, this study explored how intentionally designed learning experiences influenced student engagement, confidence, and sense of belonging. Analysis of the data revealed three major themes: Creative Freedom Increases Engagement, Supportive Environments Build Confidence, and Sense of Belonging Through Community. Findings suggested that providing students with meaningful choice, multiple pathways for accessing and expressing learning, and opportunities to connect coursework to their identities contributed to increased participation and investment in learning. This study highlights the importance of accessible, inclusive instructional practices that support diverse learners while fostering engagement, confidence, and belonging.
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Keywords
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Emergent Bilingual
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Neurodiverse
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Strategies
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Committee Member
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Marcus Wenzel
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Cheri Lentz
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Rights
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Western Oregon University Library has determined, as of 07/27/2026, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.
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https://rightsstatements.org/page/InC/1.0/?language=en
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Language
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eng
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spa
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Type
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text
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Image;StillImage
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data
