Co-Enrollment and the Education of Deaf and Hard-of-Hearing Learners: Foundations, Implementation, and Challenges

2019 ◽  
pp. 1-24
Author(s):  
Shirin Antia ◽  
Harry Knoors ◽  
Marc Marschark
Keyword(s):  
Second Language ◽  
General Education ◽  
Sign Language ◽  
Language Proficiency ◽  
Hard Of Hearing ◽  
Full Membership ◽  
Education Teacher ◽  
General Education Teacher ◽  
The Social ◽  
Time Required

This chapter introduces the concept of co-enrollment, exploring the philosophical and pragmatic foundations of this educational option of educating deaf and hard-of-hearing (DHH) students. The intent of co-enrollment programs is to promote full membership of both DHH and hearing students in the school and classroom. Co-enrollment programs are often bilingual in sign language and spoken language and are frequently co-taught by a general education teacher and a teacher of DHH students. The scant research on co-enrollment classrooms indicates that the social outcomes are positive, but academic and language proficiency outcomes are not yet established. Teachers, parents, and students all perceive co-enrollment programs positively. Challenges include the time required for students and teachers to master a second language and the time and effort required to establish and maintain teacher partnerships.

Willie Ross School for the Deaf and Partnership Campus: A Dual-Campus Model of Co-Enrollment

2019 ◽  
pp. 257-276
Author(s):  
Louis Abbate
Keyword(s):  
Public Schools ◽  
High Schools ◽  
General Education ◽  
Inclusive Education ◽  
Hard Of Hearing ◽  
Special Form ◽  
Education Teacher ◽  
General Education Teacher ◽  
Mainstream Classrooms ◽  
School For The Deaf

This chapter describes a special form of co-enrollment, functioning across classrooms rather than within individual classrooms. The Willie Ross School for the Deaf and Partnership Campus combines a center-based school for the deaf with programming in local public schools, acknowledging the benefits of both. Within the Partnership’s elementary, middle, and high schools, deaf and hard-of-hearing (DHH) students can be taught either in a Willie Ross School for the Deaf (WRSD) classroom by a teacher of the deaf or a mainstream classroom, with both DHH and hearing peers, taught by a general education teacher with the support of WRSD staff. This model allows DHH students to move among the center-based campus, WRSD classrooms in the Partnership schools, and mainstream classrooms in those schools, as appropriate. The model thus emphasizes that inclusive education should be defined by the services provided, not by the location in which they are provided.

scholarly journals Augmented Reality Intervention for Social Communication in Autism in a School Classroom: Rated by Teachers and Parents as Effective and Usable in a Controlled, Longitudinal Pilot Study.

2018 ◽  
Author(s):  
Ned T. Sahin ◽  
Rafiq Abdus-Sabur ◽  
Neha U. Keshav ◽  
Runpeng Liu ◽  
Joseph P. Salisbury ◽  
...  
Keyword(s):  
General Education ◽  
Social Communication ◽  
Autism Spectrum ◽  
Assistive Technologies ◽  
Adolescent Male ◽  
Single Subject ◽  
Education Teacher ◽  
The Social ◽  
Behavioral Coaching ◽  
School Classroom

Background: Impairment in social communication is the primary deficit in school-aged children with autism spectrum disorder (ASD). Research has shown that there are efficacious interventions to address social communication deficits, yet their delivery is hampered by the lack of human and time resources. Emerging assistive technologies, such as smartglasses, may be able to help augment the social communication interventions currently provided by human educators and therapists. While emerging research suggests assistive socio-emotional coaching smartglasses can be effective and usable in research settings, they have yet to be studied amidst the complex social, physical, and time-constrained environment of the school classroom. This single-subject study reports on the feasibility and efficacy of 16 intervention sessions of the Empowered Brain Face2Face module, a smartglasses-based social communication intervention.Methods: A 13-year-old fully-verbal adolescent male student with a diagnosis of ASD received a total of 16 smartglasses-aided intervention sessions over a two-week period. Interventions occurred twice-daily during school days, and were facilitated by school professionals. Outcomes were measured using the Social Responsiveness Scale 2 (SRS-2), a commonly used validated measure of social communication in children with ASD, by his parent, paraprofessional, and two teachers. Difficulties in usability during the study were recorded through observation notes. Results: The participant completed the three-week study (1 pre-intervention week (baseline) and 2 intervention weeks) without any observations of adverse effects or usability concerns. The parent and 3 educators completed the SRS-2 for the baseline and intervention weeks, demonstrating significant improvement in social communication after the intervention relative to baseline. The parent, special education teacher, and general education teacher noted marked reductions in SRS-2 total T score, with improvement in SRS-2 social communication, social motivation, social cognition, and restricted interests and repetitive behavior subscales. Conclusion: Smartglasses are a novel assistive technology that can help facilitate social communication and behavioral coaching for students with ASD. The use of the Face2Face module by Educators over a two-week period was associated with improvements in social communication. While further research is warranted, this study supports the use of this novel technology to deliver assistive social communication and behavioral coaching in schools.

scholarly journals Age and Second Language Acquisition in Adulthood: The Learning Experiences and Perceptions of Women Immigrants

1999 ◽  
Vol 16 (2) ◽  
pp. 01 ◽  
Author(s):  
Wendy Wang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Adult Learners ◽  
Language Proficiency ◽  
Classroom Practice ◽  
Age Of Onset ◽  
L2 Acquisition ◽  
Language Curriculum ◽  
The Social

Although considerable evidence indicates that age of onset for second language acquisition is related to second-language proficiency outcomes among adult learners Jew studies have actually looked at how adult learners of different ages experience and perceive second language acquisition. This study presents 30 women immigrant learners' accounts of their experiences and perceptions of learning English as a second language in the Canadian context. Findings from this study reveal the complexity of adult L2 acquisition, which involves factors pertaining not only to the learners themselves, but also to the social context in which the second language is learned. Implications of these findings are discussed in relation to the second language curriculum development and classroom practice.

Barriers With Implementing a Universal Design for Learning Framework

Inclusion ◽  
2018 ◽  
Vol 6 (4) ◽  
pp. 274-286 ◽  
Author(s):  
LaRon A. Scott
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Administrative Support ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Future Research ◽  
Education Teacher ◽  
General Education Teacher ◽  
Design For Learning ◽  
Service Training

Abstract Inclusion of students with disabilities in general education settings is often contingent on teachers' liberties to use inclusive instructional strategies. The current qualitative investigation used focus group, observation, and interviews of 9 special education teachers to understand their attitudes and beliefs concerning challenges with implementing the universal design for learning (UDL) framework to meet the needs of students with and without disabilities. A constant comparative analysis method was used to categorize the data into the following themes that emerged as barriers for implementing the UDL framework: (a) general education teacher support for inclusion, (b) need for administrative support, (c) need for improving general education teacher knowledge of UDL, (d) additional preservice field-based training on UDL, and (e) additional in-service training on UDL. Although the teachers in the study continued to indicate a passion for implementing the UDL framework, the need to address the barriers faced by teachers, and future research and implications significant to moving UDL forward as an inclusive teaching framework are underlined for discussion in the study.

scholarly journals Teachers’ Beliefs about Translanguaging: Effects of Language Skills and Instructional Settings

2021 ◽  
Vol 8 (1) ◽  
pp. p107
Author(s):  
Bruce Torff ◽  
Audrey Figueroa Murphy
Keyword(s):  
Second Language ◽  
General Education ◽  
Language Proficiency ◽  
Language Skills ◽  
Literacy Skills ◽  
Home Language ◽  
Pedagogical Practice ◽  
Language And Culture ◽  
Teachers Beliefs ◽  
Instructional Settings

Experimental research was conducted to examine teachers’ beliefs about classroom activities involving translanguaging, a pedagogical practice in which students use both their home language and second language to communicate, learn academic content, and develop oral and literacy skills in both languages. Teachers (n = 249) completed a survey to rate the effectiveness of translanguaging in general and specifically for students who vary in L1 and L2 proficiency (in this research, Spanish and English). Participants were randomly assigned to respond concerning one of four instructional settings: Bilingual Education (BE), Dual Language (DL), General Education (GE), and English as a Second Language (ESL). In general, translanguaging was viewed as more effective when students’ Spanish skills are strong, although strong English skills also were seen to make it more effective to a lesser extent. Teachers rated translanguaging as generally more effective in DL and BE, likely because these settings explicitly leverage students’ home-language skills. Classroom practices based on these beliefs may exacerbate achievement gaps between high- and low-proficiency populations, by directing the richness of the home language and culture disproportionately to high-proficiency students. Teacher-education practices are needed emphasizing translanguaging for all students regardless of home-language proficiency.

scholarly journals Co-Teaching: A Simple Solution That Isn't Simple After All

2008 ◽  
pp. 9-19
Author(s):  
Marilyn Friend
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Administrative Support ◽  
Special Education Teacher ◽  
Common Planning Time ◽  
Education Teacher ◽  
General Education Teacher ◽  
Professional Educators ◽  
Common Planning ◽  
The Many

Among the many programs that professional educators are developing to better help their increasingly diverse students reach their potential, co-teaching is emerging as an innovative and potentially effective approach. As a way to ensure that students with disabilities or other special needs have access to the same curriculum as other students and the opportunity to succeed in the general education setting, co-teaching occurs when two professionals, typically a general education teacher and a special education teacher or another specialist, partner in delivering instruction. Although the research base on co-teaching is still emerging, it suggests that co-teaching is far more complex to effectively implement than it might seem at first consideration. Challenges to co-teaching that have been identified and must be addressed include: arranging time for co-planning, building positive working relationships between co-teaching partners, clarifying roles and responsibilities, and ensuring administrative support. When creative strategies for arranging common planning time, building understanding and collaboration between co-teachers, planning and delivering instruction, and enlisting principal and other administrative supports are implemented, the potential of co-teaching for improving student outcomes is significant.

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