Michelle Somerton
Biographic Data
| ID | 6590873 |
|---|---|
| NAME | Michelle Somerton |
| GIVEN NAMES | Michelle |
| FAMILY NAME | Somerton |
| SIGNATURE | SOMERTON M |
| AFFILIATIONS | Nazarbayev University |
| ORCID | 0000-0001-9812-2409 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Collaborative engagement between stakeholders in the education of Australian students with disability
Effective collaborative engagement between diverse stakeholders is vital to supporting the developmental and educational opportunities and outcomes of students with disability. While Australian policy and legislation mandates collaborative engagement between a teacher and other members of a student’s support network, the extent of data examining stakeholder experiences of fulfilling these obligations remained unknown. To close this gap, the curre…
Disability and homeschooling
There are several special education provisions for children with disabilities in Kazakhstan, including home education which is characterized as an alternative model of education to mainstream and private educational organizations. Hence, parents become the central figure in managing the home education process as the meeting special needs of children depends on their knowledge and experience. The present study explores parents’ experiences in home…
Home–school interactions relating to students with disability
Purpose The present study explored the extent to which home–school interactions for students with disability are addressed within Australian Federal, and State and Territory government and Catholic education department policies and guidelines. Design/methodology/approach Utilising a framework adapted from Trezona et al.’s (2018a, b) Organisational Health Literacy Responsiveness self-assessment tool, a document analysis of pertinent policies and g…
Developing an educational app for students with autism
This paper describes the design, development, and pilot test of an App, and explains how research based strategies and pedagogical approaches can be embedded within an App based format. The aims and scope of the research were to; (a) synthesize research findings on reading comprehension difficulties for students with autism spectrum disorder (ASD) identifying evidence-based strategies that underpin improvements; (b) determine the features associa…
Mapping research on inclusive education since Salamanca Statement
The purpose of this study is to map the research literature on inclusive education (IE) since the Salamanca Statement using metadata extracted from 7,084 Scopus-indexed publications over the last 25 years in terms of the growth trajectory, productivity, collaborative networks, and intellectual structure of the field. Main findings of the study are: (1) the academic interest on IE has risen from the Salamanca Statement to date; (2) IE research is …
Bridging the gap
As Kazakhstan joins the worldwide movement towards inclusive education, many students with special educational needs and disability in Kazakhstan continue to be educated in segregated settings. The role of key stakeholders such as special educators (defectologists), are important in the process of educational reform, and their attitudes may support or hinder the progress. Six special educators were voluntarily recruited to participate in one-on-o…
Planting the seeds for inclusive education
A Non-Government Organisation (NGO) in Kazakhstan introduced a pilot project to support schools through school-based resource centres for inclusive education as requested by the Ministry of Education and Science (MoES). This initiative came about as a way to support the State Program for the Development of Education and Science of the Republic of Kazakhstan for 2016-2019 (MoES) that set the goal of having 70% of mainstream schools inclusive by th…
Inclusive education reform in Kazakhstan
It is a common discourse in Kazakhstan that policy-making is state-driven with weak engagement of civil society. The Ministry of Education and Science of the Republic of Kazakhstan announced a transition to an inclusive education model by 2020. The present study sought to challenge the traditional perspectives on the policy-making process and to investigate to what extent and how civil society in Kazakhstan contributes to inclusive education refo…
Inclusive education reform in Kazakhstan
It is a common discourse in Kazakhstan that policy-making is state-driven with weak engagement of civil society. The Ministry of Education and Science of the Republic of Kazakhstan announced a transition to an inclusive education model by 2020. The present study sought to challenge the traditional perspectives on the policy-making process and to investigate to what extent and how civil society in Kazakhstan contributes to inclusive education refo…
Bridging the gap
As Kazakhstan joins the worldwide movement towards inclusive education, many students with special educational needs and disability in Kazakhstan continue to be educated in segregated settings. The role of key stakeholders such as special educators (defectologists), are important in the process of educational reform, and their attitudes may support or hinder the progress. Six special educators were voluntarily recruited to participate in one-on-o…
Planting the seeds for inclusive education
A Non-Government Organisation (NGO) in Kazakhstan introduced a pilot project to support schools through school-based resource centres for inclusive education as requested by the Ministry of Education and Science (MoES). This initiative came about as a way to support the State Program for the Development of Education and Science of the Republic of Kazakhstan for 2016-2019 (MoES) that set the goal of having 70% of mainstream schools inclusive by th…
Inclusive education reform in Kazakhstan
It is a common discourse in Kazakhstan that policy-making is state-driven with weak engagement of civil society. The Ministry of Education and Science of the Republic of Kazakhstan announced a transition to an inclusive education model by 2020. The present study sought to challenge the traditional perspectives on the policy-making process and to investigate to what extent and how civil society in Kazakhstan contributes to inclusive education refo…
Planting the seeds for inclusive education
A Non-Government Organisation (NGO) in Kazakhstan introduced a pilot project to support schools through school-based resource centres for inclusive education as requested by the Ministry of Education and Science (MoES). This initiative came about as a way to support the State Program for the Development of Education and Science of the Republic of Kazakhstan for 2016-2019 (MoES) that set the goal of having 70% of mainstream schools inclusive by th…
Developing an educational app for students with autism
This paper describes the design, development, and pilot test of an App, and explains how research based strategies and pedagogical approaches can be embedded within an App based format. The aims and scope of the research were to; (a) synthesize research findings on reading comprehension difficulties for students with autism spectrum disorder (ASD) identifying evidence-based strategies that underpin improvements; (b) determine the features associa…
Mapping research on inclusive education since Salamanca Statement
The purpose of this study is to map the research literature on inclusive education (IE) since the Salamanca Statement using metadata extracted from 7,084 Scopus-indexed publications over the last 25 years in terms of the growth trajectory, productivity, collaborative networks, and intellectual structure of the field. Main findings of the study are: (1) the academic interest on IE has risen from the Salamanca Statement to date; (2) IE research is …
Bridging the gap
As Kazakhstan joins the worldwide movement towards inclusive education, many students with special educational needs and disability in Kazakhstan continue to be educated in segregated settings. The role of key stakeholders such as special educators (defectologists), are important in the process of educational reform, and their attitudes may support or hinder the progress. Six special educators were voluntarily recruited to participate in one-on-o…
Collaborative engagement between stakeholders in the education of Australian students with disability
Effective collaborative engagement between diverse stakeholders is vital to supporting the developmental and educational opportunities and outcomes of students with disability. While Australian policy and legislation mandates collaborative engagement between a teacher and other members of a student’s support network, the extent of data examining stakeholder experiences of fulfilling these obligations remained unknown. To close this gap, the curre…
Disability and homeschooling
There are several special education provisions for children with disabilities in Kazakhstan, including home education which is characterized as an alternative model of education to mainstream and private educational organizations. Hence, parents become the central figure in managing the home education process as the meeting special needs of children depends on their knowledge and experience. The present study explores parents’ experiences in home…
Home–school interactions relating to students with disability
Purpose The present study explored the extent to which home–school interactions for students with disability are addressed within Australian Federal, and State and Territory government and Catholic education department policies and guidelines. Design/methodology/approach Utilising a framework adapted from Trezona et al.’s (2018a, b) Organisational Health Literacy Responsiveness self-assessment tool, a document analysis of pertinent policies and g…
Political science (6 works) · Sociology (6 works) · Pedagogy (5 works) · Psychology (5 works) · Family and Disability Support Research (4 works) · Medical education (4 works) · Medicine (4 works) · Parental Involvement in Education (4 works) · Public relations (4 works) · Social science (4 works)