Dr. Kim Cornish – Cornish Research Team, McGill University

Kim S. Daniel, M.Ed.

Kim S. Daniel is pursuing her doctoral degree in Counselling Psychology at McGill University. Her research and professional clinical experience has demonstrated the critical importance of using a multi-disciplinary approach to research and practice (e.g. integrating counselling psychology, developmental psychology, cognitive neuroscience, disability studies with education) in order to identify the barriers that prevent educators (at all levels) and parents from fully embracing the inclusion of students with differing developmental disabilities into regular classrooms.

The core objective of her PhD study is to assess the current needs, knowledge and concerns of all stakeholders (e.g. teachers, principals, psychologists, parents) working in inclusive settings in order to facilitate effective inclusionary experiences for all. More specifically, her study will gather information to better understand how resources are allocated and delivered through 'gatekeepers' such as counselling psychologists and other mental health care clinicians who are often involved in providing effective resource support in servicing children with different developmental disabilities. Lastly, her study will assess the ongoing role changes mental health practitioners endure within an inclusive school setting and its implications. Overall, her proposed study will help to build a solid foundation for best practices in inclusive education for all stakeholders in order to maximize the academic potential for all students. It will do this by identifying gaps in current knowledge about developmental disabilities and help to allocate resources that are more directly targeted to meet the needs of all users (families and educators). In addition, the role and contributions of mental health care practitioners within the inclusive setting will be more clearly defined allowing for detailed tailoring of targeted services and programs that recognize the unique needs of students with differing developmental disabilities.

Kim's future endeavors are to make significant contributions in the Counselling Psychology profession by not only dedicating her efforts to children with different developmental disabilities and their families, but by educating and generating empirical knowledge about developmental disabilities across Québec and Canada.

If you are interested in learning more about Kim's research please contact her at kim.daniel@mcgill.ca or by phone at (514) 398-2450.

Awards and Distinctions:

  • 2007 - Canadian Psychological Association (CPA) Foundation Student Award
  • 2006 - McGill Graduate Student Fellowship amount
  • 2006 - National Fragile X Foundation Summer Student Fellowship:
        William and Enid Rosen Research Fund 2006- St. Vincent and
        Grenadines Association of Montreal Inc (SVGAM)
  • 2002 - Graduated with Honors

Article Publication:

Cornish, K., Wilding, J., Burack, J., Waxman, N., Ostfield, D., Daniel, K.S. & Rezazadeh SM (2007) (Under Review).One, two, three, four, five. Sequence organisation in learning to count. British Journal of Developmental Psychology.

Daniel, K. S., De Stefano, J., & Cornish, K. (In preparation). Toward an integrated model for working with families where a member has a developmental disability. Journal of Child and Youth Care Work (In progress).

Abstract Publication:

Cornish, K., Wilding, J., Burack, J., Ostfield, D., Rahman, A., Waxman, N., & Daniel, K.S. (2006). Learning to count and the role of sequential learning in typically developing children and children with Fragile X syndrome or Down syndrome: a neuroconstructivist perspective. Journal of Cognitive Neuroscience, F127 Suppl. S

Peer Reviewed Conference Abstracts:

Cornish, K.S., Daniel, K., Hanck, J, Nesbitt, R., et al (2008). Linking the neurosciences and educational practice to developmental disabilities: an interdisciplinary approach. American Education Research Association annual conference, New York, March 24-26.

Daniel, K.S., DeStefano, J., Cornish, K.M., Nesbitt.R. (2007). Assessing early intervention tools and support systems for Educators: Working in an inclusive setting. Canadian Psychological Association (CPA) 68th Annual conference, Ottawa, Canada.

Daniel, K.S., DeStefano, J., Cornish, K.M (2007). Supporting children with different developmental disabilities: The role of the family. Canadian Psychological Association (CPA) 68th Annual conference, Ottawa, Canada.

Daniel, K.S., Waxman, N., Ostfield, D; Burack, J; Cornish., K. (2007). Learning to count and sequential responding in children with Fragile X syndrome, Down syndrome and typically developing children . Society for Research and Child Development (SRCD), 2007 Biennial Meeting, Boston, Massachusetts.

Daniel, K. S., Cornish, K.M., Reisinger, L., DeStefano, J. (2007). Educating children with different developmental disabilities within an inclusive classroom: the role of genes and environment. International Summit for the Alliance on Social Inclusion Conference: American Association on Mental Retardation (AAMR), Montreal, Canada

Cornish, K.M., Daniel, K.S. (2007). Defining the specifity of behavioural difficulties in children with cri-du-chat syndrome: the critical role of targeted intervention. Supports for Quality Living Conference: American Association on Intellectual and Developmental Disabilities (AAIDD), Atlanta, Georgia.

Daniel, K.S., Waxman, N., Cornish, K (2006). The development of basic counting skills among boys with fragile X syndrome. International Meeting of the National Fragile X Foundation, Atlanta, Georgia.

Cornish, K.M., Daniel, K.S. (2006). A survey of the health needs of adults with cri-du-chat syndrome. International Summit for the Alliance on Social Inclusion Conference: American Association on Mental Retardation (AAMR), Montreal, Canada.

Mikhail, A.M, Daniel, K.S. (2006). Putting the pieces together: Reflections of first generation Canadian women. Intersecting Identities- Multicultural Feminist Perspectives on Women's Lives Conference: The Association For Women in Psychology (AWP),Ypsilanti/Ann Arbor, Michigan.

Waxman, N., Cornish, K.M., Burack, J., Ostfield, D., Daniel, K.S. (2006). Learning to count and sequential responding in typically developing boys. Canadian Society for Brain, Behaviour and Cognitive Science 16th Annual Meeting: Department of Psychology, University of Saskatchewan.

Cornish, K., Wilding, J., Burack, J., Ostfield, D., Rahman, A., Waxman, N., & Daniel, K.S. (2006).Learning to count and the role of sequential learning in typically developing children and children with Fragile X syndrome or Down syndrome: a neuroconstructivist perspective. Annual Meeting of the Cognitive Neuroscience Society, San Francisco.

Invited Presentations:

Cornish, K.M., Daniel, K.S., Slee, R., Dore, Ricard, V. (2007, July). The Development of a virtual resource tool on developmental disabilities for educators and families: linking research and practice. Summer Summit: Models of change for inclusive education. Canadian Association for Community Living (CACL). Montreal, Canada.

Rezazadeh, S. M. ., Daniel, K.S. (October, 2007). The interdisciplinary work between developmental cognitive neuroscience and educational psychology. Presentation at the 150th anniversary exhibition "Education: Past, Present and Future" held at the Faculty of Education, McGill University, Montreal, QC.