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Co-Enrollment in Deaf Education$
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Marc Marschark, Shirin Antia, and Harry Knoors

Print publication date: 2019

Print ISBN-13: 9780190912994

Published to Oxford Scholarship Online: April 2019

DOI: 10.1093/oso/9780190912994.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 26 September 2021

Visions of Co-Enrollment in Deaf Education

Visions of Co-Enrollment in Deaf Education

Chapter:
(p.325) 16 Visions of Co-Enrollment in Deaf Education
Source:
Co-Enrollment in Deaf Education
Author(s):

Marc Marschark

Harry Knoors

Shirin Antia

Publisher:
Oxford University Press
DOI:10.1093/oso/9780190912994.003.0016

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.

Keywords:   co-enrollment, deaf education, communication, multi-grade classrooms, academic outcomes, social outcomes, professional collaboration

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