Dip. T., (Monash, Melbourne), Grad. Dip. Spec. Ed., (Deakin, Melbourne), MEd., (Deakin, Melbourne), PhD., (Monash, Melbourne).
Dr. Loreman is President and Vice-Chancellor at Concordia University of Edmonton as well as being a Professor in the Faculty of Education. He has taught in a variety of classroom settings in Australia and Canada and worked in the Faculty of Education at Monash University in Melbourne before joining Concordia in 2003. His active research interests include inclusive education and pedagogy, and he has worked, conducted research, and presented at major conferences throughout the world, including in Australia, Hong Kong, the United States, Britain, Ireland, Italy, France, Canada, Spain, Ukraine, Brazil, Bangladesh, India, and the Pacific Islands. In 2010 he was Senior Visiting Research Fellow at the University of Bologna in Italy and in 2013 was Visiting Research Professor at Queens University Belfast, Northern Ireland. He is an Adjunct Professor in the Department of Educational Psychology at the University of Alberta. He has held a number of major Canadian research grants and recently completed a large cross-institutional and cross-national CIDA project aimed at reform of the education system in Ukraine in order to better support inclusive education. His current international work is with school systems in Pacific Island nations. Dr. Loreman was founding editor of the International Journal of Whole Schooling and he is currently co-editor of Exceptionality Education International. In 2015 Inclusion Alberta awarded him the ‘Community Inclusion Award’ and in 2016 he was presented with Concordia’s ‘President’s Research Award’.
Dr. Loreman is the host of The Scholarship of Inclusive Education Podcast, available on iTunes. He is on the Executive of the International Inclusive Teacher Education Research Forum.
Deppeler, J.M., Loreman, T., Smith, R., & Florian, L. (eds.). (2015). Inclusive pedagogy across the curriculum. Bingley, UK: Emerald.
Forlin, C., & Loreman, T. (eds.). (2014). Measuring inclusive education. Bingley, UK: Emerald.
Loreman, T. (2011). Love as pedagogy. Rotterdam, Netherlands: Sense Publishing.
Loreman, T., Deppeler, J.M., & Harvey, D.H.P. (2010). Inclusive education: Supporting diversity in the classroom (2nd Ed.). Sydney: Allen & Unwin. *Winner of the Exceptionality Education International ‘Book of the Year Award 2011’
Loreman, T. (2009). Respecting childhood. London: Continuum.
Selected book chapters
Loreman, T. (2015). Questioning assumptions: Roger Slee and Julie Allan’s reconsideration of inclusive education. In P. Jones and S. Danforth (Eds.). Foundations of Inclusive Education Research. International perspectives on inclusive education (Vol. 4). Bingly, UK: Emerald. (pp. 53-71).
Loreman, T. (2014). Special education in Canada. In A. F. Rotatori, J. P. Bakken, F. E. Obiakor, & S. Burkhardt. (Eds.), Special education: International Perspectives. (Series: Advances in Special Education, Vol. 28). pp. 33-60. Bingley, UK: Emerald.
Loreman, T. (2014). Teacher education, professional development, and student diversity. In J. Andrews & J. Lupart (Eds.), Understanding and addressing diversity in Canadian schools. Toronto, Canada: Nelson. pp. 187-215.
Loreman, T., Forlin, C., Chambers, D., Deppeler, J., & Sharma, U. (2014). Conceptualising and measuring inclusive education. In C. Forlin & T. Loreman, (Eds.). Measuring inclusive education. International perspectives on inclusive education. Bingly, UK: Emerald.
Loreman, T., Forlin, C., & Sharma, U. (2014). The development of international indicators of inclusive education: A systematic review of the literature. In C. Forlin & T. Loreman, (Eds.). Measuring inclusive education. International perspectives on inclusive education. Bingly, UK: Emerald.
Loreman, T. (2013). Canadian pre-service teachers and exclusion: Views and origins. In P. Jones (Ed.). Infusing insider perspectives into inclusive teacher learning: Potentials and challenges. Abbingdon, UK: Routledge.
Loreman, T. (2010). A content-infused approach to pre-service teacher preparation for inclusive education. In C. Forlin (Ed.). Teacher education fo inclusion: Changing paradigms and innovative approaches. Abbingdon, UK: Routledge.
Loreman, T. (2008). Inclusive education as a catalyst for educational reform in the Asia-Pacific region. In C. Forlin & J. Lian (Eds.), Reform, inclusion and teacher education: Towards a new era of special education in the Asia-Pacific region. Abingdon, UK: Routledge.
Selected peer-reviewed articles
Loreman, T., McGhie-Richmond, D., Kolopayvea, A., Tarenchenko, O., Mazin, D., Crocker, C., & Petryshyn, R. (2016). A Canada-Ukraine collaborative initiative for inclusive education in Ukraine: Participant perspectives. School Effectiveness and School Improvement, 27(1), 24-44. DOI: 10.1080/09243453.2015.1018912.
Cizman, J., McGhie-Richmond, D., Loreman, T., Irvine, A., Lupart, J., McGarva, R., Craig,S. & Sharma, U. (2015). A Canadian university-school district inclusive education research collaboration: Participant perspectives. Disenvolve: Revista de Gestao do Unilasalle, 4(3), 33-52. DOI 10.18316/2316 5537.15.9 http://revistas.unilasalle.edu.br/index.php/desenvolve/article/view/1884
Deppeler, J.M., Forlin, C., Chambers, D., Loreman, T., Sharma, U. (2015). Egalité et qualité en éducation inclusive en Australie: le cas des élèves en situation de handicap. Recherches & Éducations, 14, 49-63. (French language publication)
Forlin, C., Sharma, U., Loreman, T., & Sprunt, B. (2015). Developing disability-inclusive indicators in the Pacific Islands. Prospects, 45(2), 197-211. DOI 10.1007/s11125-015-9345-2
Sharma, U., Loreman, T., & Macanawai, S. (2015). Factors contributing to the implementation of inclusive education in Pacific Island countries. International Journal of Inclusive Education.Published online (Print publication to follow). DOI:10.1080/13603116.2015.10816
Specht, J., McGhie-Richmond, D., Loreman, T., Mirenda, P., Bennett, S., Gallagher, T., Young, G., Metsala, J., Aylward, L., Katz, J., Lyons, W., Thompson, S., & Cloutier, S. (2015). Teaching in inclusive classrooms: Efficacy and beliefs of Canadian pre-service teachers. International Journal of Inclusive Education, Published online (Print publication to follow). DOI: 10.1080/13603116.2015.1059501
Forlin, C., Loreman, T., & Sharma, U. (2014). A system-wide professional learning approach about inclusion for teachers in Hong Kong. Asia-Pacific Journal of Teacher Education, 42(3), 247-260.
Loreman, T. (2013). Measuring inclusive education outcomes in Alberta, Canada. International Journal of Inclusive Education. 18(5), 459-483. DOI:10.1080/13603116.2013.788223.
Loreman, T., Sharma, U., & Forlin, C. (2013). Do pre-service teachers feel ready to teach in inclusive classrooms? A four-country study of teaching self-efficacy. Australian Journal of Teacher Education, 38(1), 27-44. Available at: http://ro.ecu.edu.au/ajte/vol38/iss1/3
McGhie-Richmond, D., Irvine, A., Loreman, T., Cizman, J., & Lupart, J. (2013). Teacher perspectives on inclusive education in rural Alberta, Canada. Canadian Journal of Education. 36(1). 195-239.
Sharma,U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices: An international validation. Journal of Research in Special Educational Needs, 12(1), 12-21.
Forlin, C., Earle, C., Loreman, T., & Sharma, U. (2011). The Sentiments, Attitudes and Concerns about Inclusive Education Revised (SACIE-R) scale for measuring teachers’ perceptions about inclusion. Exceptionality Education International, 21(3), 50-65.
Irvine, A., Lupart, J., Loreman, T., & McGhie-Richmond, D. (2010). Educational leadership to create authentic inclusive schools: The experiences of principals in a rural school district. Exceptionality Education International, 20(2), 70-88.
Loreman, T. (2010). Essential inclusive education-related outcomes for Alberta pre-service teachers. Alberta Journal of Educational Research, 56(2) 124-142.
Forlin, C., Loreman, T., Sharma, U., & Earle, C. (2009). Demographic differences in changing pre-service teachers’ attitudes, sentiments and concerns about inclusive education. International Journal of Inclusive Education, 13(2), 195-209.
Loreman, T., McGhie-Richmond, D, Barber, J. & Lupart, J.L. (2009). Parent perspectives on inclusive education in rural Alberta, Canada. ExceptionalityEducation International, 19(2), 21-36.
Loreman, T., McGhie-Richmond, D, Barber, J. & Lupart, J.L. (2008). Student perspectives on inclusive education: A survey of Grade 3-6 children in rural Alberta, Canada. International Journal of Whole Schooling, 5(1), 1-15.
Sharma, U., Forlin, C., & Loreman, T. (2008). Impact of training on pre-service teachers’ attitudes and concerns about inclusive education and sentiments about persons with disabilities. Disability & Society, 23(7), 773-785.
Sharma, U., Loreman, T., & Forlin, C., (2007). What concerns pre-service teachers about inclusive education: An international viewpoint. KEDI Journal of Educational Policy, 4(2), 95-114.
Loreman, T. (2007). How we view young children with diverse abilities: What Canada can learn from Reggio Emilia. Exceptionality Education Canada, 17(1), 5-26.
Loreman, T. (2007). Seven pillars of support for inclusive education: Moving from “Why?” to “How?” International Journal of Whole Schooling, 3(2), 22-38.
Loreman, T., Forlin, C., & Sharma, U. (2007). An international comparison of pre-service teacher attitudes towards inclusive education. Disability Studies Quarterly, 27(4).
Deppeler, J., Loreman, T., & Sharma, U. (2005). Reconceptualising specialist support services in inclusive classrooms, Australasian Journal of Special Education, 29(2), 117-127.
Selected non peer-reviewed articles
Loreman, T. (2012, May 28). Book review. [Review of the book The irregular school: Exclusion, schooling, and inclusive education by R. Slee]. Canadian Journal of Education.
Loreman, T. (2009). Straight talk about inclusive education. CASS Connections, Spring.