Dr. Tim Loreman Dr. Tim Loreman is a Professor of Education, Vice-President Academic and Provost at Concordia University College of Alberta. He received his Ph.D. in Education from Monash University in Australia in 2001 and, following a number of years as a classroom teacher, worked there until 2002, thereafter moving to his current position at Concordia. Dr. Loreman has to his credit numerous peer-reviewed articles and books primarily focused on the subject of inclusion and childhood.
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Dr. Kim Calder Stegemann (Associate Professor; Thompson Rivers University, British Columbia) has been an elementary school teacher, Director/Founder of a literacy centre, and coordinator of Inclusive and Special Education Program at TRU. Her research interests focus on at-risk students, especially those with English as a Second Language and those from Aboriginal communities.
Dr. Linda Siegel (Professor, University of British Columbia) is the Dorothy Lam Chair in Special Education at the University of British Columbia. She is an eminent psychologist and educator who is an internationally respected authority on reading and learning disabilities.
Dr. Jennifer Katz (Assistant Professor, University of British Columbia). She is the author of "Teaching to Diversity: The Three Block Model of Universal Design for Learning" and "Resource Teacher: A Changing Role in the Three-Block Model of UDL". Jennifer developed the Three Block Model by teaching in diverse classrooms from K-12 in Winnipeg and Vancouver for 16 years.
Dr. Donna McGhie-Richmond (Associate Professor, University of Victoria, British Columbia) focuses on the role of universal design for learning and instruction and assistive technologies in enabling teaching and learning. She has established collaborative connections with school districts in BC and ministry of education-supported services such as Provincial Integration Support Program; and SET-BC.
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Dr. Anne Marshall (Professor and Director, Centre for Youth and Society, University of Victoria, British Columbia). Her work focuses on adolescent and emerging adulthood transitions, mental health, cultural identity, knowledge mobilization, and qualitative community-engaged research.
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