Tara Flanagan

Academic title(s): 

Associate Professor, Department of Educational and Counselling Psychology

Associate MemberInstitute for Human Development and Well-Being (IHDW)


Tara Flanagan
Contact Information
Email address: 
tara.flanagan [at] mcgill.ca
Fax number: 
Department of Educational and Counselling Psychology

Ph.D., McGill University

Areas of expertise: 
Current research: 

Current Grants

1. Centre intégré (CUCI) du CIUSSS de l'Ouest-de-l'Île-de-Montréal (2018-2020).  A Mixed-Method Exploration of User Experiences and Agency among Adults with IDD.

2. MEES (Ministère de l'Éducation et de l'Enseignement supérieur) (2018-2020). Le Réseau de recherche et de valorisation de la recherche pour le bien-être et la réussite en contexte de diversité (RÉVERBÈRE).

3. Social Sciences and Humanities Research Council of Canada (SSHRC; Insight Grants) (2015-2020). The Development of Inclusive Educational Practices for Beginning Teachers.

4. Social Sciences and Humanities Research Council of Canada (SSHRC; Engage Grants) (2018-2019). Building community partnerships to overcome barriers to employment: Evaluating the benefits of job coach support for employees with intellectual disability or autism.

5. McGill University’s New Enriched Education Opportunities (EEO)/ Office of Student Life and Learning (2018-2021). Special Needs Internship: Developing pre-service teacher competence.

6. Consortium national de recherche sur l'intégration sociale (CNRIS) (2018-2020). Soutenir la participation sociale des personnes ayant un DI-TSA à travers la consolidation d’une équipe de recherche visant l’optimisation de l’organisation des services intersectoriels

Research Team

SPARC (Social Policy, Advocacy, Research, Community) is comprised of graduate students from diverse backgrounds and with an array of strengths and interests. Team members include students from Human Development and Law programs, a fellow at the McGill Institute of Health and Social Policy, teachers, practitioners, and students with disabilities. SPARC's mandate is to promote social inclusion among individuals with disabilities by emphasizing self-determination, community, and a shared responsibility for successful outcomes.

Graduate supervision: 

My main scholarly interests and research grants are in the areas of social inclusion, social policy, transition from school to the community, self-determination, and quality of life among individuals with various types of disabilities and among other equity-seeking groups.



Selected publications: 

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.

Fovet, F., Benson, F.J., & Flanagan, T. (2015). What about field placements and real world learning experiences? In E. Gardner (Ed.) Implementing Universal Design for Learning: Selected papers from the 2014 UDL-IRN Summit. The Universal Design for Learning Implementation and Research Network: Laurence, KS.

Benson, F. J., Smith, N. G., & Flanagan, T. (2014). Easing the transition for queer student teachers from program to field: Implications for teacher education. Journal of Homosexuality, 61, 382-398.

Flanagan, T., Benson, F. J., & Fovet, F. (2014). A multi-perspective examination of the barriers to field-placement experiences for students with disabilities. Collected Essays on Learning and Teaching, 7, 1-6.

Benson, F. J., Smith, N. G., & Flanagan, T. (2014). Easing the transition for queer student teachers from program to field: Implications for teacher education. Journal of Homosexuality.

Saxe, A. & Flanagan, T. (2014). Factors that impact support workers' perceptions of the sexuality of adults with developmental disabilities: A quantitative analysis. Journal of Sexuality and Disability, 32, 45-63.

Marfull-Jensen, M., & Flanagan, T. (2014). The 2010 Chilean National Disability Law: Self-determination in a collectivistic society. Journal of Disability Policy Studies. Published online 2 July, 2014, 1-9.

Gaudreau, N., Royer, É., Frenette, É., Beaumont, C., & Flanagan, T. (2013). Classroom behavior management: The effects of in-service training on elementary teachers' self-efficacy beliefs. McGill Journal of Education, 48, 359-382.

Marfull-Jensen, M., Flanagan, T., & Ossa Cornejo, C. (2013). Desarrollo de habilidades para la vida: promoción de la autodeterminación en jóvenes con discapacidad [Life skills development: Self-determination promotion in young people with disabilities]. Revista Iberoamericana de Educación 63, 51-62.

Benson, F. J., Flanagan, T., & Fovet, F. (2013) When real world learning encounters barriers. A catalyst for change in service provision. Communiqué, 14, 15-16.

Flanagan, T., Iarocci, G., D'Arrisso, A., Mandour, T., Tootoosis, C., Robinson, S., & Burack, J. A. (2011). Reduced ratings of physical and relational aggression for youths with a strong cultural identity: Evidence from the Naskapi people. Journal of Adolescent Health, 49,155-159.

LaFortune et al., (2011). Manifeste pour une école compétente. Québec: Presses de l’Université du Québec.

Book images: 
Professional activities: 

I served as the Chair of the JBSCE's (Joint Board-Senate Committee on Equity) Subcommittee on Persons with Disabilities from 2011 to 2019. This subcommittee is comprised of a wide array of students, faculty, and staff members who are invested in recommending university policy and in promoting a more inclusive McGill. One of the subcommittee's early initiatives was to co-host a Disability Film Festival, "Regarding Disability: A Film Festival", from March 21-28, 2013.

I am the Graduate Program Director for Inclusive Education (MEd), and Educational Psychology (MEd). 

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