Kathryn Lubniewski

Kathryn Lubniewski, Ph.D., serves as Professor and Assistant Director of the Social Justice Academy within the Department of Special Education at Monmouth University. An active member of the Council for Exceptional Children and the American Association on Intellectual and Developmental Disabilities, she previously held faculty positions at Elmhurst College for six years and maintains executive board roles with Esperanza Community Services Center and the Teacher Education Division.

Her academic credentials from West Virginia University include:

• Ph.D. in Special Education
• M.A. in Elementary Education
• B.S. in Multi-disciplinary Studies

She holds additional certifications in multi-categorical special education and early childhood education.

Dr. Lubniewski's research centers on practical applications for educators, emphasizing collaboration frameworks, differentiated instruction methodologies, and technology integration in special education. Her current scholarship investigates the Collaborative Student Teacher Training Model and iPad-based engagement strategies, with particular focus on adapting teaching approaches for diverse learners across K-12 settings.

Analysis of her publication record reveals consistent exploration of international educational perspectives, technology-enhanced pedagogy, and innovative differentiation techniques. Her work bridges research and classroom practice through case studies in STEAM education, forensics instruction, and cross-cultural teacher preparation, demonstrating commitment to improving outcomes for students with disabilities and gifted learners.

While specific grant details are not provided, her frequent teaching of graduate courses like Research Issues and Trends in Special Education and involvement in graduate research assistantship models indicate active mentorship of master's students. Current course instruction includes Technology and Students With Disabilities, Foundations of Special Education, and Accommodating Learners With Special Needs in Inclusive Settings through the 2025 academic year.