Kim Calder Stegemann

Kim Calder Stegemann

Kim Calder Stegemann

Name: Dr. Kim Calder Stegemann
Position: Professor Emerita
Phone: 250-851-5183


Special education, inclusive education, learning disabilities, intervention efficacy
Educational neuroscience, neurofeedback
Initial teacher education, admission procedures, predicting success, teacher candidate failure
Teacher dispositions, assessing dispositions, predicting future success

Research Interests

Inclusive education
Educational neuroscience
Teacher Dispositions

Certified Clinical Counsellor (CCPA)
Board Certified in Neurofeedback (BCIA)


Ph.D., University of British Columbia, Educational Psychology (2003) "Differentially Scaffolded Instruction For Aboriginal And Non-Aboriginal Students During Writing in the Elementary Years"

M. A., Yorkville University, Counselling Psychology (2016)

M.Sc., University of Calgary, Educational Psychology (1989) "An exploration of the effects of cognitive language therapy on the expressive oral language skills of the language learning disabled child"

B.Ed., University of Calgary, Math & Spec. Ed.(1983)
ECE Dip., University of Calgary(1983)


Calder Stegemann, K. J. & AuCoin, A. (Eds.) (2018). Inclusive education: Stories of success and hope in a Canadian context. Toronto, Ont: Pearson Education.

Stevens, N., & Calder Stegemann, K. (2016). Curriculum planning: The need for sensory regulation methods in teacher education programs. In M. Hirshkorn & J. Mueller (Eds.), What should Canada's teachers know? Teacher Capacities: Knowledge, beliefs and skills (pp. 568-587). E-book published by the Canadian Association for Teacher Education.

Childs, R., Calder Stegemann, K., Harkins, M. J., & Hecker, K. (2016, May). Are we admitting the right teacher candidates? The future of admission processes for teacher education programs. Invited panel presentation at the Annual Meeting of the Canadian Society for the Study of Education (CATE), Calgary, Alta.

Calder Stegemann, K., & Roberts, W. L. (2016). Teaching across the grades: Dispositions of ideally competent teachers. The New Educator, DOI: 10.1080/1547688X.2015.1063178

Calder Stegemann, K. (2016). Learning disabilities in Canada. Learning Disabilities: A Contemporary Journal, 14(1), 53-62.

Calder Stegemann, K.J., & Roberts, W.L. (2015). Students at risk in the classroom (Teacher Education Series). Ont: Pearson Canada.

Calder Stegemann, K., & Stevens, N. (2015). Inclusion in teacher education: What needs to change in practice? In L. Thomas & M. Hirschkorn, (Eds.), Change and progress in Canadian teacher education: Research on recent innovations in teacher preparation in Canada (pp. 464-491). E-book published by the Canadian Association for Teacher Education at

Calder Stegemann, K.J. & Grunke, M. (2014). Revisiting an old methodology for teaching counting, computation, and place value: The effectiveness of the finger calculation method for at-risk children. Learning Disabilities: A Contemporary Journal, 12(2), 191-213.

Grunke, M., & Calder Stegemann, K.J. (2014). Using county-bys to promote multiplication fact acquisition for a student with mild cognitive delays: A case report. Insights on Learning Disabilities, 11(2), 117-128.

Calder Stegemann, K.J. (2014). Confessions of an educational psychologist. Frontiers in Psychology, 5(892). doi:10.3389/psyg.2014.00892

Calder Stegemann, K.J. (2014, July). Don't throw the baby out with the bathwater: A reasoned approach to inclusive education. Invited address at the International Conference on Inclusive Education, Wuppertal, Germany.

Employment History

As I transition from academia, I am pursuing the use of psychotherapy with neurotherapy and education to help individuals improve brain functioning and address key challenges in their personal and professional lives. The Brainwave Centre for Education and Therapy opened Jan. 2017.
Prior to moving to Kamloops I was the director of a literacy centre in Calgary, called Read/Write. The Centre's mandate was to provide intense, remedial instruction for children, teens, and adults with language difficulties, specifically reading and writing. The program was unique because of its focus on metacognition. That is, all strategies were 'hooked' on to a thinking framework.
Before that I was a classroom teacher at Foothills Academy in Calgary, which is a private school for severely learning disabled students. I taught grades 1- 11, focusing on reading/writing and algebra. Other teaching experiences include resource room and learning assistance appointments.

Courses Taught

I began my work at TRU in 1995 as a part time instructor in the School of Education. Since that time I have taught a variety of B.Ed. courses from EDCO 310 (Communications) to LLED 320 (Writing methods), EDPY 310 (Developmental Psychology), EDTL 310 (Principles of Effective Teaching), Learning Disabilities (EDPY 4150), and EDPY 423 (Assessment and Evaluation). As Professor Emerita, I do frequent presentations in both the B.Ed. and M.Ed. programs. I occasionally teach and do thesis supervision in the M.Ed. program.

Professional Affiliations

Association for Applied Psychophysiology & Biofeedback (AAPB)
Biofeedback Certification International Alliance (BCIA)
Canadian Association for Teacher Education (CATE)
Canadian Association for Educational Psychology (CAEP)
Canadian Counselling & Psychotherapy Association (CCPA)
International Society for Neuroscience Research (ISNR)