Visions of Co-Enrollment in Deaf Education

This chapter discusses similarities and differences among the co-enrollment programs described in this volume. In doing so, it emphasizes the diversity among deaf learners and the concomitant difficulty of a “one size fits all” approach to co-enrollment programs as well as to deaf education at large. The programs described in this book thus understandably are also diverse in their approach to programming and to communication, in particular. For example, many encourage flexible use of spoken and sign modalities to encourage communication between DHH students, their hearing peers, and their classroom teachers. Others emphasize spoken language or sign language. Several programs include multi-grade classrooms, allowing DHH students to benefit socially and academically from active engagement in the classroom, and some report positive social and academic outcomes. Most programs follow a general education curriculum; all emphasize collaboration among staff as the key to success.

Establishing a Bimodal Bilingual Co-Enrollment Program in Germany: Preconditions, Policy, and Preliminary Data

In 2016, the first German bimodal bilingual co-enrollment program for deaf and hard-of-hearing (DHH) students, CODAs, and other hearing children was established in Erfurt, Thuringia. There is a tradition of different models of co-enrollment for DHH children in a spoken language setting in Germany, but there has been no permanent program for co-enrollment of DHH children who use sign language so far. This program draws from the experience of an existing model in Austria to enroll a group of DHH children using sign language in a regular school and from two well-documented bimodal bilingual programs in German schools for the deaf. The chapter describes the preconditions for the project, the political circumstances of the establishment of bimodal bilingual co-enrollment, and the factors that seem crucial for successful realization.

Bilingual, Inclusive, Mixed-Age Schooling in Vienna

In 1993 Austrian law established the option of co-enrollment of pupils with and without disabilities. Simultaneously, the first endeavors with bimodal bilingual schooling of deaf and hard-of-hearing pupils started. This chapter summarizes Austrian experiences with bimodal bilingual education since the 1990s and offers information about its legal and political backdrop. Various models in different regions are summarized, with a focus on Vienna. The current model practiced in Vienna is described in detail: it is bilingual and inclusive, encompasses pupils of mixed ages, and has a progressive teaching philosophy. In Austria, these models always include two teachers per classroom. Mixed-age classes are the answer to low numbers of DHH pupils, and the resulting group inclusion is an alternative to the (socially and linguistically problematic) practice of individual placement of one deaf, sign language-using pupil. The chapter concludes with a discussion of the benefits of and prerequisites for successful bimodal bilingual co-enrollment.

The Tucker Maxon Story: Mainstreaming in Place

This chapter chronicles the 70-year history of the Tucker Maxon School in Portland, Oregon, as a reflection of the evolution of the field of oral deaf education, including advances in hearing technology, as well as legal and social changes, with a focus on the school’s decision to co-enroll students with hearing loss with their typically hearing peers beginning in the early 1980s and more formally in 2002. As of 2018, more than 65% of the school’s students have typical hearing, creating a mainstream environment for their deaf and hard-of-hearing peers. While a minority of students at the school have hearing loss, Tucker Maxon provides many supports for these students to help them achieve their full potential, including on-site audiology, speech therapy, and teachers of the deaf.

Learning Together by Deaf and Hearing Students in a Japanese Primary School

This chapter describes a project to introduce co-enrollment practices for deaf and hard-of-hearing (DHH) pupils in a Japanese regular primary school. This project consisted of three parts: (1) instruction of sign language to the DHH pupils, (2) instruction of sign language to the teachers and hearing pupils, and (3) sign language interpretation in regular classrooms. The focus was on the challenges of sign language interpretation. The results showed that the multiple flows of information and overhearing others’ speech in the classrooms provided challenging conditions for sign language interpretation. New ways of communication and interaction (actually introducing a new culture) and the presence of deaf adults were needed to establish full participation by DHH pupils in the co-enrollment classrooms. The possible future of practices concerning the inclusion of DHH children is discussed.

Co-Enrollment Models of Preschool for Deaf and Hard-of-Hearing Children in Israel

Studies exploring the effects of early intervention on the development of young deaf and hard-of-hearing (DHH) children have highlighted several important issues that should be taken into consideration in the design of early intervention programs to achieve optimal development. This chapter describes how the Israeli preschool co-enrollment system has been adapted to meet the multifaceted challenges of integrating preschool DHH children into regular educational environments during the very sensitive developmental period of early childhood. The first section describes the history of preschool co-enrollment classes in Israel and then discusses the unique challenges to DHH interventions in early childhood. The second section presents the preschool educational system for DHH children in Israel and the design and implementation of a range of preschool co-enrollment models.

Essential Ingredients for Sign Bilingualism and Co-Enrollment Education in the Hong Kong Context

Recent advancement in sign linguistics and sign language acquisition research has enabled us to reconsider the role that sign language may play in bringing up deaf and hard-of-hearing (DHH) children. The education approach of sign bilingualism and co-enrollment (SLCO) has been implemented in Hong Kong for over 10 years and aims to promote social integration and academic attainment of DHH children in an inclusive setting. Four key ingredients have been identified as essential for the SLCO approach: (1) a whole-school approach toward promoting deaf–hearing collaboration; (2) deaf individuals’ involvement in school practices, especially deaf–hearing co-teaching practices in the SLCO classroom; (3) an enriched linguistic context to support bimodal bilingual development of DHH and hearing students; and (4) DHH and hearing students’ active participation in school and social activities. This chapter summarizes how these four factors contribute to the whole-school development toward deaf–hearing collaboration.

TRIPOD: Answer to the Seeds of Discontent

The 1980s and the following decades brought confusion regarding appropriate education programs for deaf and hard-of-hearing (DHH) students, especially related to inclusion. The movement for equal education using a visual approach came into existence, and research exploring the pros and cons of mainstreaming began. Sign language interpreting in the education setting emerged, along with individuals who did or did not believe it was needed. Many school districts/county offices were unprepared to adequately or appropriately serve the needs of DHH students. Even the parents of these students were lost in a maze of uncertainty. The seeds of discontent were being sown, and educational change was in the wind. It seemed that every aspect of the field, from educational choices, hiring practices, and financial concerns to administrative decisions, were up for review. TRIPOD, a program with a philosophy of co-enrollment, has provided a fruitful harvest from these seeds of discontent.

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

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.

The Growth and Expansion of a Co-Enrollment Program: Teacher, Student, Graduate, and Parent Perspectives

In 1995 a principal and a small group of teachers committed to full inclusion for students who are deaf or hard of hearing (DHH) founded a co-enrollment program at a small public school in the Southwestern United States. Established with nine DHH children, this co-enrollment program has expanded to include 49 DHH students from preschool through eighth grade. Information obtained through interviews with teachers, current and former hearing and DHH students, classroom interpreters, and parents of current and former students will describe the components of this program and how it has benefited and impacted participating students, their families, and the school community. The chapter concludes with essential components of a successful co-enrollment program and challenges that may be encountered working toward a successful program.