Alison McInnes

Assistant Lecturer, Faculty of Education - Master of Educational Studies


Assistant Lecturer, Faculty of Education - Master of Educational Studies



I completed my graduate education in Speech-language Pathology at the University of Western Ontario, followed by several years of work in the public school system in special education and student services. I completed my doctoral work in Human Development and Applied Psychology at the Ontario Institute for Studies in Education at the University of Toronto (OISE/UT), and a post-doctoral fellowship in the Brain and Behaviour Research Program (Department of Child Psychiatry) at the Hospital for Sick Children (Toronto), under the supervision and mentorship of Dr. Rosemary Tannock.


My early professional background as a school-based Speech-language Pathologist set the stage for my doctoral and post doctoral research, completed at the University of Toronto. My research to date has focused mainly on discourse level language comprehension and production, and their cognitive correlates in children who have difficulties with behaviour/attention, oral language, and literacy skills. In particular, I am interested in how individual differences in working memory and executive functions influence school-age children’s skills in listening comprehension, and oral and written language expression. I am also interested in collaborative work with schools and teachers in upper elementary and secondary levels to increase capacity and expertise in assessment and instructional interventions in the classroom for students with ADHD, both with and without language-based learning disabilities.

Key words: Attention-deficit/ hyperactivity disorder, speech/language disorders, reading disorder, selective mutism, learning disability, listening and reading comprehension, executive functions; strategy-based learning; differentiated assessment and instruction, knowledge transfer for practitioners in education and health, pre-service education


EDPY 586B - Complex Cases: From Assessment to Intervention

This course surveys literacy assessment and intervention issues pertinent to different groups of learners with multiple and complex special needs. Restricted to course-based MEd Special Education Cohort students. EDPY 586 is the seventh course in the prescribed sequence. Prerequisite or co-requisite: EDPY 582.

EDU 597 - Special Seminar in Educational Studies: Selected Topics

Content varies from term to term. Topics announced prior to registration period. The student's transcript carries title descriptive of content. May be repeated. Prerequisite: Registration in Master of Education in Educational Studies Program. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

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Featured Publications

McInnes, A.

2011 January;

Tobin, R., & McInnes, A.

Literacy. 2008 January; 42 (1):3-9

McInnes, A., Bedard, A..C., Hogg-Johnson, S., & Tannock, R.

Journal of Child and Adolescent Psychopharmacology. 2007 January; 17 (1):35-49

Manassis, K., Tannock, R., Garland, J., Minde, K., McInnes, A., & Clarke, S.

Journal of the American Academy of Child and Adolescent Psychiatry. 2007 January; 46 (9):1187-1195

Martinussen, R., Tannock, R., Chaban, P., McInnes, A., & Ferguson, B.

Education Exceptionality Canada. 2006 January; 16 (3):1-22