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.
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.
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.
Inhaltsangabe
* 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
* 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
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