Donna McGhie-Richmond

• Inclusive education
• Relationship between teacher epistemological beliefs and practices and student outcomes in inclusive classrooms
• Teacher education
• Role of assistive and digital technologies in supporting learning
• Enhancing the effectiveness of online instruction and learning
• Qualitative inquiry

Dr. McGhie-Richmond is involved in collaborative research projects that include investigating the effects of SMART Board technology on the inclusion and achievement of students with special needs. She is a co-investigator on the SSHRC-funded research project, Characteristics of Effective Teaching Practices in Inclusive Classrooms. This research identifies the characteristics of teachers, schools, and school districts, as well as student outcomes that contribute to effective inclusion in Canadian classrooms. The results of this research will expand our understanding of teaching in complex and diverse classrooms with the intent of informing educational policy development and teacher education programs.

Donna is a member of the Canadian Ukraine Research Team, a CIDA-funded development project focused on Inclusive Education for Children with Disabilities in Ukraine. This work has resulted in collaborative research and the development of Ukraine's educational policies and capacity to address the needs of students with special needs in inclusive classrooms and community schools.

Donna was invited to represent the University of Victoria at the International Teacher Education for Inclusion Symposium July 2010 in Dublin, Ireland. The aim of this work is to share globally policies and practices in preparing teachers for inclusive education. This work will result in identifying recommendations for innovations that support the education of students with special needs.

For more inforation, visit Dr. McGhie-Richmond's personal website.

Articles Published in Refereed Journals (International and National)

Loreman, T., McGhie-Richmond, D., Crocker, C., Petryshyn, R., Konkin, Y., Mazin, D., Naida, Y., Kolopayevna, A. (2014). Canada-Ukraine collaborative initiative for inclusive education in Ukraine: Participant perspectives. In. Ainscow, M., & Deppeler, J. (Eds.) School Effectiveness and School Improvement (SESI). Special Issue: Inquiry based approaches to school improvement: Possibilities and challenges.

McGhie-Richmond, D., Irvine, J., Loreman, T., Cizman, J., & Lupart, J., (2013). Teacher perspectives on inclusive education in rural Alberta, Canada. Canadian Journal of Education, 36(2), 195-239.

McGhie-Richmond, D., & Sung, A. (2013, January). Applying universal design for learning to instructional planning. International Journal of Whole Schooling, 9(1), 43-57.

Irvine, A., Lupart, J., Loreman, T., & McGhie-Richmond, D. (2010). Educational leadership to create authentic inclusive schools: The experiences of Pembina Hills principals. Exceptionality Education International, 20(2), 70-88.

Collier, B., & McGhie-Richmond, D., & Self, H. (2010, March). Exploring communication assistants as an option for increasing communication access for people who use augmentative communication. Augmentative and Alternative Communication, 26(1), 48-59.

Jordan, A., Glenn, C., & McGhie-Richmond, D. (2010). The SET project: Effective teaching and its relationship to teachers’ epistemological beliefs and inclusive teaching practices. Teaching and Teacher Education, 26, 259-266.

Loreman, T., McGhie-Richmond, D., Barber, J., & Lupart, J. (2009). Parent perspectives on inclusive education in rural Alberta, Canada. Exceptionality Education International, 19(2), 21-36.

McGhie-Richmond, D., Barber, J., Lupart, J., & Loreman, T. (2009). The development of a Canadian instrument for measuring teacher views of their inclusive school environment in a rural context: The Teacher Perceptions of Inclusion in Rural Canada (TPIRC) Scale. International Journal of Special Education, 24(2), 103-108.

Jordan, A., Schwartz, E., & McGhie-Richmond, D. (2009). Preparing general education elementary teachers for inclusive classrooms. Teaching and Teacher Education, 25(4), 535-542.

Loreman, T., Lupart, J. L., McGhie-Richmond, D., & Barber, J. (2008). The development of a Canadian instrument for measuring student views of their inclusive school environment in a rural context: The Student Perceptions of Inclusion in Rural Canada (SPIRC) scale. International Journal of Special Education, 23(3), 78-89.

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.

McGhie-Richmond, D., & Howrey, K. (2014, January). Program planning and student diversity. In J. Andrews, & J. Lupart (Eds.), Understanding and addressing student diversity in Canadian schools. Nelson Education Ltd./Cengage Learning.

McGhie-Richmond, D. & Winter, E. (2010). Considerations for effective collaborative practice: A reflection on the use of case studies in on-line teacher education learning spaces. In Pozzi, F. & Persico, D. (Eds.). Techniques for fostering collaboration in online learning communities: Theoretical and practical perspectives. Hershey, Pennsylvania: IGI Global.