Tara Flanagan, PhD, is an Associate Professor and Chair of the Department of Educational and Counselling Psychology (ECP) at McGill University. Her work lies at the intersection of developmental psychology, inclusive education and social policy, with a focus on self-determination, adulthood and,quality of life for the neurodivergent community.
A Regular Member of the Transforming Autism Care Consortium (TACC) since 2019, she brings this focus on inclusion and life beyond school to the network.
As Director of the Social Policy, Advocacy, Research, Community (SPARC) Lab, she leads research dedicated to creating a more inclusive society for people with developmental disabilities. From inclusive employment to navigating life after school, Prof. Flanagan’s work emphasizes people’s choices and participation in the research and practices that affect them.
In this video, Tara Flanagan reflects on what it means for neurodivergent people to thrive and shares what makes her involvement with TACC meaningful.
“Flourishing has to do with people being seen, being valued, and really being the main driver in their lives; having their unique passions, strengths and interests all be part of their life… and for that to be valued in the environments where they are participating.”
Tara Flanagan’s talk, “Weaving the Maps of Autistic Lifetimes: What Research Reveals about Milestones and Pathways”, for the Giant Steps Living Lab Learning Series examines how person-centred approaches can support autistic people in shaping their own lives.
An unexpected beginning
Prof. Flanagan’s journey into developmental research began with everyday encounters. As an undergraduate psychology student in Winnipeg, she worked at a gas station where she became acquainted with a group of adults with developmental disabilities who regularly stopped by for coffee before work.
What started as friendly morning encounters eventually led her to seek employment at the group’s residential home. There, she discovered the importance of supporting individuals in pursuing goals that were meaningful to them, regardless of their age or abilities. This experience shaped her approach to research, reinforcing the belief that opportunities for growth should never be limited by age or disability.
Building opportunities for participation
For many young people with developmental disabilities, leaving high school can bring barriers to employment, social connection, and community participation. Prof. Flanagan’s research explores how individuals can be better supported through this transition, with an emphasis on developing the skills and confidence to pursue their own aspirations.
Bringing communities together to advance inclusion
Prof. Flanagan’s advocacy has included work internationally, notably at the University of Bío-Bío in Chile, where she collaborated with students and educators to help create a more accessible learning environment.
Prof. Flanagan appreciates TACC for the connections it cultivates and the meaningful participation of neurodivergent individuals. Through her work with the Giant Steps Living Lab Advisory Committee, a joint initiative of TACC and the Giant Steps Centre, she joins others who share her commitment to expanding opportunities for people to shape their own lives.