Dr Michelle Somerton

    Froebel Department of Primary and Early Childhood Education

    Assistant Professor

    School of Education
    2nd
    219

    Biography

    Michelle Somerton is a classroom teacher and teacher educator, Assistant Professor, and international specialist in inclusive education. She holds a PhD from the University of Tasmania, Australia, Graduate Certificate in Research, and Bachelor Education with Honours. Michelle’s research interests concern inclusive education, barriers to learning, and the design and application of digital technology for learning. Michelle has worked for several years in pre-service and in-service teacher training for inclusive education at Bachelor, Masters, and doctoral levels in Australia, Ireland, and the post-Soviet context of Kazakhstan. Dr Somerton has worked with a range of educational stakeholders including UNICEF, Soros Foundation, Ministries of Education, Health, and Social Services, schools, teachers, medical professionals, and higher degree institutions. She was recently invited (April 2024) to provide expert advice to UNICEF and the Ministry of Education in Krygyzstan as part of proposed major curriculum reforms. "I know through my own experiences that education has the power to change lives. This was in part, my motivation to expand my knowledge and advocacy of educational change, specifically through inclusive educational practices in local and global contexts. Students face barriers to learning in many forms and providing opportunities for all to succeed is essential and I personally embody these beliefs and values."

    Research Projects

    Title Role Description Start date End date Amount
    Creating Conditions for Inclusive Education in Kazakhstan: Resource centres in Astana Researcher 10,000.00USD The present study examines the collaborative experiences of key stakeholders at schools that are supported by NGO funded resource centres in Nur-Sultan, Kazakhstan. A descriptive case study research design with a narrative framework explored the lived experiences of 22 teachers, principals, specialists and parents by highlighting the complex factors that are enabling or disabling the success of children with disabilities. The central focus for each semi-structured interview with participants was to describe and understand the current collaborative processes within newly established resource centres at three mainstream government schools in Kazakhstan. The results show how resource centres contribute to developing inclusive practices within the Kazakhstani context of current educational reforms and identify opportunities to enhance and contribute to the development of a successful model of support. The findings of this research have implications for key stakeholders concerning the immediate need for coherent and practical policy that embodies a shared vision and understanding of inclusive practice. 04/06/2018 28/06/2019
    Development of Inclusion and Inclusive Education in Higher Education Contexts - Beyond disability PI As Kazakhstan has signed international agreements that concern inclusive education such as the Salamanca Statement (UNESCO, 1994) and Education for All (UNESCO, 2000), the burden has been placed on a range of stakeholders at all levels of education, to meet the country’s international obligations. Nazarbayev University was established in 2010 by the first President Nursultan Nazarbayev and is tasked with the mission of being a model for higher education reform and modern research in Kazakhstan. Within this model, the first strategic goal is to ensure that the lessons of Nazarbayev University’s experience are transferred and understood by other universities, schools, and research centers. With the aim of developing inclusion and inclusive education in this higher education context, this research discusses the results and findings of a survey instrument constructed to understand the educational barriers students face in this context. 29/11/2019 08/11/2022
    Attention to Diversity in Multilingual Education in Kazakhstan Co-PI 73,190.00USD 03/02/2020 18/08/2023
    Diagnosing children with intellectual impairment and autism in Kazakhstan Co-PI 42,784.00USD The objective of this study was to explore the processes and mechanisms involved in the diagnosis of children with special educational needs, in particular Autism and intellectual impairment, in order to gain understanding of these processes and practices within this context. The focus on Autism and intellectual impairment has been chosen as non-normative (subjective) categories which do not possess objective assessment measures. Hence, there are potential challenges relating to diagnosis, which were explored through this research. The findings of this study are intended to provide evidence for current practice upon which recommendations are made to the Ministry of Education and Ministry of Health on improving processes of diagnosis for children with intellectual impairment and autism. As such, project partners include Nazarbayev University Graduate School of Education (NUGSE), Nazarbayev University School of Medicine (NUSOM) and Astana Medical University (AMU). 11/03/2019 31/03/2021

    Book Chapter

    Year Publication
    2019 Tsediso Michael Michael Makoelle; Michelle Irene Somerton (2019) 'Facilitating Inclusive Teaching and Learning Spaces Through Digital Education Technology' In: [Link] [DOI]
    2024 Samantha Vlcek, Michelle Somerton (2024) 'Teachers’ Collaborative Engagement with Families and Allied Health Professionals Supporting Students with Disability across the Australian Education System' In: Exploring Equity, Inclusion and Agency in Education: Theory, Policy and Practice. Singapore : Springer Nature.

    Peer Reviewed Journal

    Year Publication
    2024 Makoelle, Tsediso Michael; Hernandez-Torrano, Daniel; Somerton, Michelle; Yakavets, Natallia (2024) 'Diversity, Equity and Inclusion in Kazakhstani Schools'. Mapping Educational Change in Kazakhstan, . [Link]
    2024 Samantha Vlcek; Michelle Somerton; Scott Pedersen (2024) 'Stakeholder Collaboration in the Education of Australian Students With Autism Spectrum Disorder: A Systematic Review'. Australasian Journal of Special and Inclusive Education, . [Link] [DOI]
    2024 Kairat Mukashev; Michelle Somerton (2024) 'Disability and homeschooling: Parents experiences in Kazakhstan'. Children & Society, . [Link] [DOI]
    2024 S Vlcek, M Cuskelly, M Somerton, S Pedersen (2024) 'Home-school interactions relating to students with disability: A document analysis of Australian policy and guidelines'. Qualitative Research, . [Link] [DOI]
    2024 S Vlcek M Somerton S Pedersen (2024) 'Stakeholder collaboration in the education of Australian students with autism spectrum disorder: A systematic review'. Australasian Journal of Special Education, .
    2023 Samantha Vlcek; Michelle Somerton (2023) 'Collaborative engagement between stakeholders in the education of Australian students with disability: a scoping review'. International Journal of Inclusive Education, . [Link] [DOI]
    2022 Passeka, Yevgeniya; Somerton, Michelle (2022) 'Bridging the gap: special educators' perceptions of their professional roles in supporting inclusive education in Kazakhstan'. Disability and Society, . [Link] [DOI]
    2022 Michelle Somerton (2022) 'Developing an educational app for students with autism'. Frontiers In Education, . [Link] [DOI]
    2021 Rollan, Kamila; Somerton, Michelle (2021) 'Inclusive education reform in Kazakhstan: civil society activism from the bottom-up'. International Journal of Inclusive Education, . [Link] [DOI]
    2021 Somerton, Michelle; Stolyarova, Valentina; Khanin, Stanislav (2021) 'Autism and the Knowledge and Beliefs of Specialists in Kazakhstan'. Journal of Autism and Developmental Disorders, . [Link] [DOI]
    2020 Vlcek, Samantha; Somerton, Michelle; Rayner, Christopher (2020) 'Collaborative Teams: Teachers, Parents, and Allied Health Professionals Supporting Students With Autism Spectrum Disorder in Mainstream Australian Schools'. Australasian Journal of Special and Inclusive Education, . [Link] [DOI]
    2020 Helmer, Janet; Kasa, Rita; Somerton, Michelle; Makoelle, Tsediso Michael; Hernandez-Torrano, Daniel (2020) 'Planting the seeds for inclusive education: one resource centre at a time'. International Journal of Inclusive Education, . [Link] [DOI]
    2020 (2020) 'Defining spaces: resource centres, collaboration, and inclusion in Kazakhstan'. Journal of Educational Change, . [Link] [DOI]
    2020 (2020) 'Mapping research on inclusive education since Salamanca Statement: a bibliometric review of the literature over 25 years'. International Journal of Inclusive Education, . [Link] [DOI]
    2015 (2015) 'Who is Billy Possum?'. The Journal of Digital Learning and Teaching Victoria, . [Link]

    Other Publication

    Year Publication
    2021 (2021) Inclusive Education in a Post-Soviet Context: The case of Kazakhstan. [Edited Book]

    Published Report

    Year Publication
    2020 S Pather, M Somerton, V Stolyarova, A Jaxybayeva, S Khanin. (2020) Diagnosing children with Autism and Intellectual Impairment in Kazakhstan. Nazarbayev University Graduate School of Education, . [Link]
    2019 R Kasa, J Helmer, M Somerton, D Hernandex-Torrrano, T Makoelle. (2019) Creating Conditions for Inclusive Education in Kazakhstan. Nazarbayev University Graduate School of Education, . [Link]
    Certain data included herein are derived from the © Web of Science (2024) of Clarivate. All rights reserved.

    Honors and Awards

    Date Title Awarding Body
    16/05/2017 Teaching Award University of Tasmania
    15/12/2011 T. E. Doe Prize in Education University of Tasmania
    17/09/2024 Certificate of Recognition Ministry of Health
    11/12/2009 Dean's Roll of Excellence University of Tasmania - School of Education
    09/03/2017 Teaching Award Nazarbayev University Graduate School of Education
    17/09/2019 Teaching Award Nazarbayev University Graduate School of Education
    14/12/2011 Dean's Roll of Excellence University of Tasmania - School of Education
    11/07/2014 iAward Industry (IT)
    17/09/2021 Certificate of Recognition Ministry of Education and Science - Kazakhstan
    10/05/2018 Teaching Award Nazarbayev University and Nazarbayev University Graduate School of Education

    Committees

    Committee Function From / To
    Nazarbayev University Biomedical Council Member 10/02/2021 - 18/11/2022
    Nazarbayev University Inclusion Task Force Founding Member 06/02/2017 - 11/11/2022
    Masters of Science In Leadership Inclusive Education Program Director 06/07/2018 - 10/12/2021
    Special Learning Needs Committee Nazarbayev University Chair 10/09/2021 - 16/01/2023

    Education

    Start date Institution Qualification Subject
    University of Tasmania Bachelor of Education (Honours) Early Childhood and Primary Education
    University of Tasmania Graduate Certificate in Research Research Methods

    Editorial / Academic Reviews

    Amount Role From / To
    International Journal of Disability, Development, and Education Reviewer 14/03/2023 -
    International Journal of Inclusive Education Reviewer 05/02/2020 -
    Central Asian Survey Reviewer 12/07/2022 -
    Saudi Journal of Language Studies Reviewer 16/05/2024 -
    Journal of Research on Technology in Education Reviewer 14/08/2020 -
    British Journal of Educational Technology Reviewer 16/02/2017 -
    Journal of Autism and Developmental Disorders Reviewer 06/07/2020 -

    Teaching Interests

    TCHE2475 Communication for Children with Special Educational Needs (RMIT)

    EDIE651  Policy Perspectives and Inclusive Education

    EDIE631  Developing Inclusive Schools for an Inclusive Society

    EDIE620  Global Perspectives on Inclusive Education

    EDIE609  Introduction to Educational Leadership

    EDIE610  Applying Leadership to the Kazakhstani Context

    EDUC606 Introduction to Educational Research

    EDUC600 Research Methods in Education 

    EDUC675 Dissertation Research (PhD)

    EDIE690  Thesis Seminar (Masters)

    EDP726    Reflective Practice for Professional Development

    EDC111, 211, 221, 311, 421, Reflective Practice and Action Research

    EDC422 Early Childhood Learning and Development Challenges (Birth - 6 years) 

    COMPLETED SUPERVISION - DOCTOR OF PHILOSOPHY 

    PhD – Arman Assanbayev (2021) Inclusive Education TVET in Kazakhstan  (External Examiners: Professor Paul A Bartolo, University of Malta, and Emeritus Professor Geoff Haywood, Cambridge University)

    PhD – Stanislav Khanin (2022) Playing to ThinkCritically: A Delphi Study on Digital Games and Critical Thinking (External Examiners: Distinguished Professor Neil Selwyn, Monash University, and Dr Elizabeth Winter, Cambridge University)

    PhD – Samantha Vlcek (2024) Conceptualising Collaboration in the Support of Students with Autism Spectrum Disorder(External Examiners: Professor Beth Saggers, Queensland University of Technology,and Professor Roger Slee, University of South Australia/Leeds University)

    COMPLETED MASTERS BY RESEARCH - SUPERVISOR

    MSc – Lyazzat Zholmagambetova: Leadership for inclusive education in rural Kazakhstani schools.

    MSc – Aliya Sabitova: The role of local NGOs in the development of inclusive societies through inclusive education.

    MSc – Laila Duisenova: Psychological counsellors and their experiences of supporting student with depression in higher education contexts in Kazakhstan.

    MSc – Aida Anuarbek: Understanding specific language impairments (SLIs) in post-Soviet contexts: A systematic review.

    MSc – Alima Abdulatif: The attitudes ofdefectologists towards the implementation of inclusive education in the city of Kyzylorda.

    MSc – Assem Tleubay: Kazakhstani teachers’ experience in supporting students with special educational needs (SEN) and disabilities during COVID-19.

    MSc – Kairat Mukashev: Parents’ experiences educating their children with a disability enrolled in homeschooling in Kosshy.

    MSc– Gulden Kaliyeva: Teachers’ perspectives and attitudes towards digital inclusion in three rural schools in the Almaty region.

    MSc – Meruyert Smagulova: Effect of pandemic: Understanding the experience of parents of children with ASD during remote learning.

    MSc – Shakhrizada Kalilayeva: Teachers’ perceptions of gender in single-gender schools in Kazakhstan.

    MSc – Aizhan Atshabarova: Parents of students diagnosed with autism spectrum disorders and their reasons for choosing inclusive or special education settings.  

    MSc – Yevgeniya Passeka: Bridging the gap: Special educators and how they perceive their role in inclusive education.

    MSc - Yuliya Palkina: Attitudes of higher education administration and faculty towards inclusive education in Kazakhstani universities.

    MSc – Saltanat Tyulesheva: Teachers’ knowledge of adolescent depression and its relationship to youth suicide.

    MSc – Kymbat Saduakas: Teachers experiences in supporting children from orphanages studying in mainstream classrooms in Kazakhstan.

    MSc – Assem Rakhimbekova: The influences of leadership on the perceptions of Karaganda NIS school teachers towards inclusive education.

    MSc – Kamila Rollan: Inclusive education reform in Kazakhstan: Bottom-up civil society activism.

    MSc– Ainur Meibekova: Examining inclusive education policy in Kazakhstan secondary schools.

    MSc – Aisha Mnazhatdinova: Inclusion is a nice idea but: Faculty attitudes in higher education institutions towards inclusion.

    MTeach – Tunde Frisnyak: The inclusion of visual support in the assessment of reading comprehension for students with autism spectrum disorders (ASD).

    BEd Honours (First Class) - Samantha Vlcek: Exploring collaboration between teachers, parents, and allied health professionals supporting the education of students with autism spectrum disorder in mainstream Australian primary schools.