Monique Somma
Biographic Data
| ID | 6689126 |
|---|---|
| NAME | Monique Somma |
| GIVEN NAMES | Monique |
| FAMILY NAME | Somma |
| SIGNATURE | SOMMA M |
| AFFILIATIONS | Brock University |
| ORCID | 0000-0003-4910-3396 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Elementary Students’ Conceptualizations of Disability in Written and Illustrated Forms
Children often develop (mis)understandings of disability at young ages. Forming stereotypes about disability can contribute to ableist attitudes and social exclusion of peers with disabilities. The purpose of this qualitative study was to investigate children’s conceptualizations of disability in written and illustrated forms. Students in grades three to seven from 10 classes ( n = 192) at a midsize inclusive school in Ontario, Canada, were promp…
A work in progress
Legislatively and practically, school districts around the world have transitioned to more inclusive service delivery for students with disabilities. Despite consistent and meaningful changes across the spectrum of disability, students with Developmental Disabilities (DD) remain segregated in self-contained classrooms at a high rate. Within a Canadian context numbers vary: some provinces are fully inclusive and others continue to segregate studen…
Transitioning towards inclusion
The current work employs the use of multiple lenses to illuminate the integral role of the Educational Assistant (EA) in a Canadian school district’s transition from a segregated to inclusive service delivery model for students with special needs. Often compatible, but also distinctive viewpoints and understandings shape the role of EA in this journey towards inclusive practice in the context of a district that deployed Inclusion Coaches to suppo…
From segregation to inclusion
This phenomenological case study explored the pedagogical change experiences of five special education teachers who have transitioned from teaching in a self-contained class to an inclusive class. Educators participated in individual interviews regarding their experiences over the course of their teaching careers. These data were combined using a descriptive phenomenological method, to create a single collective description that illustrated the c…
No prominent works on this page.
From segregation to inclusion
This phenomenological case study explored the pedagogical change experiences of five special education teachers who have transitioned from teaching in a self-contained class to an inclusive class. Educators participated in individual interviews regarding their experiences over the course of their teaching careers. These data were combined using a descriptive phenomenological method, to create a single collective description that illustrated the c…
Transitioning towards inclusion
The current work employs the use of multiple lenses to illuminate the integral role of the Educational Assistant (EA) in a Canadian school district’s transition from a segregated to inclusive service delivery model for students with special needs. Often compatible, but also distinctive viewpoints and understandings shape the role of EA in this journey towards inclusive practice in the context of a district that deployed Inclusion Coaches to suppo…
A work in progress
Legislatively and practically, school districts around the world have transitioned to more inclusive service delivery for students with disabilities. Despite consistent and meaningful changes across the spectrum of disability, students with Developmental Disabilities (DD) remain segregated in self-contained classrooms at a high rate. Within a Canadian context numbers vary: some provinces are fully inclusive and others continue to segregate studen…
Elementary Students’ Conceptualizations of Disability in Written and Illustrated Forms
Children often develop (mis)understandings of disability at young ages. Forming stereotypes about disability can contribute to ableist attitudes and social exclusion of peers with disabilities. The purpose of this qualitative study was to investigate children’s conceptualizations of disability in written and illustrated forms. Students in grades three to seven from 10 classes ( n = 192) at a midsize inclusive school in Ontario, Canada, were promp…
Collaborative Teaching and Inclusion (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Qualitative research (3 works) · Social Psychology (3 works) · Special education (3 works) · Disability Education and Employment (2 works) · Inclusion (mineral (2 works) · Mainstreaming (2 works)