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.
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 Ghesquiere and Laurence Meurant Chapter 12: Four Co-Enrollment Programs in Madrid: Differences and Similarities Mar Perez, Begona 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