Co-enrollment

This article has multiple issues. Please help improve it or discuss these issues on the talk page. (Learn how and when to remove these template messages) This article needs additional citations for verification. Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. Find sources: "Co-enrollment" – news · newspapers · books · scholar · JSTOR (May 2017) (Learn how and when to remove this message) This article includes a list of general references, but it lacks sufficient corresponding inline citations. Please help to improve this article by introducing more precise citations. (July 2017) (Learn how and when to remove this message) (Learn how and when to remove this message)

Co-enrollment is an instructional approach that brings

Criteria

Each site has a unique approach, but will implement some combination of the following criteria

1. All students are taught in the regional sign language at least part of the day
2. Deaf and hearing teachers and staff work together either in the same classroom or the same school
   1. Co-teaching model
   2. Discrete language times or classrooms model
      1. Minority language is used when students are together
3. Sign language literacy is included in the instructional day
4. Siblings of deaf children or CODAs are given priority for enrollment
5. All students, regardless of hearing status, are encouraged to become bilingual in written language, sign language and spoken language (the latter may be de-emphasized for some deaf students).
6. Use of classroom interpreters occurs infrequently (especially in younger grades)

Benefits

Co-enrollment programs seek to fill gaps in

and mainstream programs. Like in special schools, Deaf role models and sign language are given a key role in the educational day. They also wish to take advantage of the academic standards found in mainstream settings. Families are encouraged to learn sign together and deaf and hearing students learn how to advocate for each other and think about inclusion in both academic and social contexts.

Drawbacks

There are few studies that have been conducted on co-enrollment schools, though early works indicate that deaf students establish a greater sense of self than in mainstream settings, and that hearing students are more likely to include the deaf students in social aspects of the school day.^[2]

References

• Yiu, K. C., & Tang, G. (2014). Social Integration of Deaf and Hard-of-Hearing Students in a Sign Bilingual and Co-enrollment Environment. Bilingualism and Bilingual Deaf Education, 342-367. doi:10.1093/acprof:oso/9780199371815.003.0014
• Antia, S., & Metz, K. K. (2014). Co-enrollment in the United States. Bilingualism and Bilingual Deaf Education, 424-442. doi:10.1093/acprof:oso/9780199371815.003.0017
• Kirchner, C. J. (1994). Co-enrollment As an Inclusion Model. American Annals of the Deaf, 139(2b), 163-164. doi:10.1353/aad.2012.0187

External links

• The dictionary definition of co-enrollment at Wiktionary