Dr. Tara Flanagan
Director, Social Policy, Advocacy, Research, Community (SPARC) Lab | Associate Member, Institute for Human Development and Well-Being (IHDW)
Former Chair, Joint Board-Senate Committee on Equity (JBSCE) Subcommittee on Persons with Disabilities (2011-2019)
- Social Inclusion
- Social Policy for Persons with Developmental Disabilities
- Transition from School to the Community
- Self-Determination
- Quality of Life Among Individuals with Disabilities
- Quality of Life for Minority Individuals and Other Equity-Seeking Groups
Dr. Tara Flanagan is an Associate Professor within the Department of Educational and Counselling Psychology (ECP). Her main research and theoretical interests lie in the areas of social cognition, social inclusion, and social policy for persons with developmental disabilities. She is particularly interested in the transition from school to the community for young adults with disabilities, self-determination, and in the notions of adulthood and quality of life for individuals on the Autism Spectrum.
She has also served as Chair of McGill's Joint Board-Senate Committee on Equity Subcommittee on Persons with Disabilities. This subcommittee is comprised of a wide array of students, faculty, and staff across McGill University who are invested in recommending university policy and in promoting a more inclusive McGill.
- Ph.D., McGill University
Flanagan, T. & Nadig, A. (2019). Autodétermination et qualité de vie pour les jeunes adultes. Chapter 8, 109-115. des Rivières-Pigeon, C. (dir.). Autisme : ces réalités sociales dont il faut parler. Éditions du CIUSSS du Centre-Sud-de-l’île-de-Montréal.
Dansereau F. & Flanagan T. (2019). Online Pragmatic Language Use in Asperger Syndrome and Learning Disability Discussion Forums. Asian Journal of Social Sciences and Management Studies, 6, 1-16.
Leung, E., & Flanagan, T. (2019). School success and well-being for lesbian, gay, and bisexual adolescents: An exploratory study. Mind Pad, 8(1), 23-27.
Ohayon C. & Flanagan T. (2019). A Stoic View of Stress and Coping Among University Students. The International Journal of Applied Philosophy.
Leung, E. & Flanagan, T. (2018). Let’s do this together: An integration of photovoice and mobile interviewing in empowering and listening to LGBTQ+ youths in context. International Journal of Adolescence and Youth. 1-14. 10.1080/02673843.2018.1554499.
Nadig, A., Flanagan, T. & White, K. & Bhatnagar, S. (2018). Results of a RCT on a Transition Support Program for Adults with ASD: Effects on Self‐Determination and Quality of Life. Autism Research, 11. 10.1002/aur.2027.
Saxe, A., Hashemy, S., & Flanagan, T. (2018). Using Self-Determination to foster resilience: Results from the Supporting Transitions for At-Risk Students (STARS) intervention. Chapter 36, 309-318. Jourdan-Ionescu, C., Ionescu, S., Kimessoukié-Omolomo, É., & Julien-Gauthier, F. (Coord.). Résilience et culture, culture de la résilience. Québec, Canada: Livres en ligne du CRIRES. https://lel.crires.ulaval.ca/oeuvre/resilience-etculture-culture-de-la-r....
White, K., Flanagan, T. & Nadig, A. (2018). Examining the Relationship Between Self- Determination and Quality of Life in Young Adults with Autism Spectrum Disorder. Journal of Developmental and Physical Disabilities, 30, 1-20.
Budd, J., Fichten, C. S., Jorgensen, M., Havel, A., Flanagan, T. (2016). Comparing the Academic Performance and Persistence of College/University Students with ADHD, LD, and Comorbid ADHD and LD. Journal of Education and Training Studies, 4, 206-216.
Flanagan, T., Brodeur, D., & Burack, J. A. (2015). A point of departure in the comparison of social and nonsocial visual orienting among persons with Autism Spectrum Disorders. Autism Research, 8, 575-582.
- M.A. Human Development
- Ph.D. Human Development
- M.Ed. Concentrations in Educational Psychology
Accepting Masters in Education (M.Ed.) Inclusive Concentration Project students for 2023-24.
Not accepting Ph.D. students for 2023-24
