Co-Enrollment in Deaf Education

Edited by Marc Marschark, Shirin Antia, and Harry Knoors

Perspectives on Deafness

Describes a promising new model for deaf education
Demonstrates that flexibility in educational programming is essential for the diverse population of deaf and hard-of-hearing learners
Provides an educational model that works across countries and cultures

Co-Enrollment in Deaf Education

Edited by Marc Marschark, Shirin Antia, and Harry Knoors

Description

Co-enrollment programming in deaf education refers to classrooms in which a critical mass of deaf and hard-of-hearing (DHH) students is included in a classroom containing mainly hearing students and which is taught by both a mainstream teacher and a teacher of the deaf. It thus offers full access to both DHH and hearing students in the classroom through "co-teaching" and avoids academic segregation of DHH students, as well as their integration into classes with hearing students without appropriate support services or modification of instructional methods and materials. Co-enrollment thus seeks to give DHH learners the best of both (mainstream and separate) educational worlds. Described as a "bright light on the educational horizon," co-enrollment programming provides unique educational opportunities and educational access for DHH learners comparable to that of their hearing peers.

Co-enrollment programming shows great promise. However, research concerning co-enrollment programming for DHH learners is still in its infancy. This volume sheds light on this potentially groundbreaking method of education, providing descriptions of 14 co-enrollment programs from around the world, explaining their origins, functioning, and available outcomes. Set in the larger context of what we know and what we don't know about educating DHH learners, the volume offers readers a vision of a brighter future in deaf education for DHH children, their parents, and their communities.

Co-Enrollment in Deaf Education

Edited by Marc Marschark, Shirin Antia, and Harry Knoors

Perspectives on Deafness

Preface
Contributors
Chapter 1: Co-Enrollment in the Education of Deaf and Hard-of-Hearing Learners
Shirin Antia, Harry Knoors, and Marc Marschark
Chapter 2: TRIPOD:Seeds of Discontent
Carl J. Kirchner
Chapter 3: Co-Enrollment in Toowong, Australia
Michelle Baker, Cameron Miller, Elizabeth Fletcher, Caroline Gamin, and Breda Carty
Chapter 4: Learning Together by Deaf and Hearing Pupils Students in a Japanese Primary School
Takashi Torigoe
Chapter 5: Essential Ingredients for Sign Bilingualism and Co-Enrollment Education in the Hong Kong Context
Chris Kun-man Yiu, Gladys Tang, and Chloe Chi-man Ho
Chapter 6: Co-Enrollment Models of Preschool for Deaf and Hard-of-Hearing Children in Israel
Dalia Ringwald-Frimerman, Sara Ingber, and Tova Most
Chapter 7: Bilingual, Inclusive, Mixed Age Schooling in Vienna
Silvia Kramreiter and Verena Krausneker
Chapter 8: Establishing a the First Bimodal- Bilingual Co-Enrollment Program in Germany: Preconditions, Policy, and Preliminary Data
Johannes Hennies and Kristin Hennies
Chapter 9: Include to Grow: Prospects for Bilingual and Bicultural Education for Both Deaf and Hearing Students
Lucrezia Die Gregorio, Vincenzina Campana, Maria Lavecchia, and Pasquale Rinaldi
Chapter 10: The Best of Both Worlds: A Co-enrollment Program for DHH Children in the Netherlands
Annet de Klerk, Daan Hermans, Loes Wauters, Lilian de Laat, Francien Kroon, and Harry Knoors
Chapter 11: Conditions for Effective Co-Enrollment of Deaf and Hearing Students: What May Be Learned from Experiences in Namur (Belgium)
Magaly Ghesquière and Laurence Meurant
Chapter 12: Four Co-Enrollment Programs in Madrid: Differences and Similarities
Mar Pérez, Begoña de la Fuente, Pilar Alonso, and Gerardo Echeita
Chapter 13: Willie Ross School for the Deaf and Partnership Campus: A Dual-Campus Model of Co-Enrollment
Louis Abbate
Chapter 14: The Growth and Expansion of a Co-Enrollment Program: Teacher, Student, Graduate and Parent Perspectives
Kathryn H. Kreimeyer, Cynthia Drye, and Kelly Metz
Chapter 15: The Tucker Maxon Story: Mainstreaming in Place
Jennifer M. Hoofard, Glen Gilbert, Linda Goodwin, and Tamala Selke Bradham
Chapter 16: Visions of Co-Enrollment in Deaf Education
Marc Marschark, Harry Knoors, and Shirin Antia

Co-Enrollment in Deaf Education

Edited by Marc Marschark, Shirin Antia, and Harry Knoors

Perspectives on Deafness

Author Information

Edited by Marc Marschark, Professor, National Technical Institute for the Deaf, Rochester Institute of Technology, Edited by Shirin Antia, Meyerson Professor of Disability and Rehabilitation, University of Arizona, and Edited by Harry Knoors, Professor of Deaf Education, Behavioral Science Institute, Radboud University, Nijmegen, the Netherlands

Marc Marschark is Professor at the National Technical Institute for the Deaf, a college of Rochester Institute of Technology, where he directs the Center for Education Research Partnerships. His primary interest is in relations among language, learning, and cognition; current research focuses on such relations among deaf children and adults in formal and informal educational settings. Harry Knoors is Professor at the Behavioural Science Institute of the Radboud University Nijmegen, the Netherlands, and Academic Director at Royal Dutch Kentalis. Knoors is trained as a psycholinguist, specializing in language and literacy of deaf children. He is involved in research on childhood deafness (mainly language, literacy, and psychosocial development) and research on the effectiveness of special education. Shirin Antia is the Meyerson Distinguished Professor in the Department of Disability and Psychoeducational Studies at the University of Arizona. She directs the program in education of

DHH learners and is the author of numerous articles and chapters on social interaction, social integration, and inclusion of DHH students. She is a co-principal investigator of the Center for Literacy and Deafness.

Contributors:

Louis Abbate
Willie Ross School for the Deaf (Emeritus)
Longmeadow, MA, USA

Pilar Alonso
Regional Department of Education
Madrid, Spain

Shirin Antia
College of Education
University of Arizona
Tuscon, Arizona USA

Michelle Baker
Toowong State School
Toowong, Australia

Vincenzina Campana
Tommaso Silvestri Institute-ISISS
Margotto, Italy

Breda Carty
Renwick Centre
Royal Institute for Deaf and Blind Children
Parramatta, Australia

Lucrezia Di Gregorio
Tommaso Silvestri Institute-ISISS
Margotto, Italy

Annet de Klerk
Royal Dutch Kentalis
Sint-Michielsgestel, the Netherlands

Francine de Kroon
OBS De Bolster
Sint-Michielsgestel, the Netherlands

Lillian de Laat
Royal Dutch Kentalis
Sint-Michielsgestel, the Netherlands

Begoña de la Fuente
Regional Department of Education
Madrid, Spain

Cynthia Drye
Miles Exploratory Learning Center
Tucson, AZ, USA

Gerardo Echeita
Universidad Autónoma de Madrid
Madrid, Spain

Elizabeth Fletcher
Toowong State School
Toowong, Australia

Caroline Gamin
Toowong State School
Toowong, Australia

Magaly Ghesquière
Centre Scolaire Sainte-Marie
Namur, Belgium

Glen Gilbert
Tucker Maxon School
Portland, Oregon, USA

Linda Goodwin
Tucker Maxon School
Portland, Oregon, USA

Johannes Hennies
Heidelberg University of Education
Heidelberg, Germany

Kristin Hennies
Herbert Feuchte Foundation Association
Heide, Germany

Daan Hermans
Royal Dutch Kentalis
Sint-Michielsgestel, the Netherlands;
Behavioural Science Institute
Radboud University Nijmegen
Nijmegen, the Netherlands

Jennifer M. Hoofard
Tucker Maxon School
Portland, Oregon, USA

Carl J. Kirchner
Sherwood Forest, CA, USA

Harry Knoors
Royal Dutch Kentalis
Sint-Michielsgestel, the Netherlands;
Department of Special Education
Behavioural Science Institute
Radboud University Nijmegen
Nijmegen, the Netherlands

Silvia Kramreiter
University College of Teacher Education Vienna
Vienna, Austria

Verena Krausnecker
University of Vienna
Vienna, Austria

Kathryn H. Kreimeyer
University of Arizona
Tucson, AZ, USA

Maria Lavecchia
Tommaso Silvestri Institute-ISISS
Margotto, Italy

Marc Marschark
Center for Education Research Partnerships
National Technical Institute for the Deaf
Rochester, New York, USA;
School of Psychology
University of Aberdeen
Aberdeen, Scotland

Kelly Metz
University of Southern Mississippi
Hattiesburg, MS, USA

Laurence Meurant
F.R.S-FNRS;
University of Namur
Namur, Belgium

Cameron Miller
Toowong State School
Toowong, Australia

Mar Pérez
Regional Department of Education
Madrid, Spain

Pascuale Rinaldi
Italian National Research Council
Institute of Cognitive Sciences and Technologies
Rome, Italy

Tamala Selke Bradham
Vanderbilt University Medical Center
Nashville, TN, USA

Loes Wauters
Royal Dutch Kentalis
Sint-Michielsgestel, the Netherlands