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.

PrefaceContributorsChapter 1: Co-Enrollment in the Education of Deaf and Hard-of-Hearing LearnersShirin Antia, Harry Knoors, and Marc MarscharkChapter 2: TRIPOD:Seeds of DiscontentCarl J. KirchnerChapter 3: Co-Enrollment in Toowong, AustraliaMichelle Baker, Cameron Miller, Elizabeth Fletcher, Caroline Gamin, and Breda CartyChapter 4: Learning Together by Deaf and Hearing Pupils Students in a Japanese Primary SchoolTakashi TorigoeChapter 5: Essential Ingredients for Sign Bilingualism and Co-Enrollment Education in the Hong Kong ContextChris Kun-man Yiu, Gladys Tang, and Chloe Chi-man HoChapter 6: Co-Enrollment Models of Preschool for Deaf and Hard-of-Hearing Children in IsraelDalia Ringwald-Frimerman, Sara Ingber, and Tova MostChapter 7: Bilingual, Inclusive, Mixed Age Schooling in ViennaSilvia Kramreiter and Verena KrausnekerChapter 8: Establishing a the First Bimodal- Bilingual Co-Enrollment Program in Germany: Preconditions, Policy, and Preliminary DataJohannes Hennies and Kristin HenniesChapter 9: Include to Grow: Prospects for Bilingual and Bicultural Education for Both Deaf and Hearing StudentsLucrezia Die Gregorio, Vincenzina Campana, Maria Lavecchia, and Pasquale RinaldiChapter 10: The Best of Both Worlds: A Co-enrollment Program for DHH Children in the NetherlandsAnnet de Klerk, Daan Hermans, Loes Wauters, Lilian de Laat, Francien Kroon, and Harry KnoorsChapter 11: Conditions for Effective Co-Enrollment of Deaf and Hearing Students: What May Be Learned from Experiences in Namur (Belgium)Magaly Ghesqui?re and Laurence MeurantChapter 12: Four Co-Enrollment Programs in Madrid: Differences and SimilaritiesMar P?rez, Bego?a de la Fuente, Pilar Alonso, and Gerardo EcheitaChapter 13: Willie Ross School for the Deaf and Partnership Campus: A Dual-Campus Model of Co-EnrollmentLouis AbbateChapter 14: The Growth and Expansion of a Co-Enrollment Program: Teacher, Student, Graduate and Parent PerspectivesKathryn H. Kreimeyer, Cynthia Drye, and Kelly MetzChapter 15: The Tucker Maxon Story: Mainstreaming in PlaceJennifer M. Hoofard, Glen Gilbert, Linda Goodwin, and Tamala Selke BradhamChapter 16: Visions of Co-Enrollment in Deaf EducationMarc Marschark, Harry Knoors, and Shirin Antia