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The study examined social interaction of partially mainstreamed children with their hearing and hearing-impaired peers. It was found that hearing-impaired children interacted less frequently with peers and more frequently with teachers than did hearing children. Hearing-impaired students interacted more frequently with hearing-impaired peers. Mode of communication did not appear to affect frequency of interaction. It was concluded that physical proximity was necessary but not a solely sufficient condition for interaction and that opportunities for social interaction between hearing and hearing-impaired students needed to be carefully planned by teachers.

Co-enrollment in the education of deaf and hard-of-hearing learners / Shirin Antia, Harry Knoors, and Marc Marschark -- TRIPOD : seeds of discontent / Carl J. Kirchner -- Co-enrollment in Toowong, Australia / Michelle Baker, Cameron Miller, Elizabeth Fletcher, Caroline Gamin, and Breda Carty -- Learning together by deaf and hearing students in a Japanese primary school / Takashi Torigoe -- 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 -- Co-enrollment models of preschool for deaf and hard-of-hearing children in Israel / Dalia Ringwald-Frimerman, Sara Ingber, and Tova Most -- Bilingual, inclusive, mixed age schooling in Vienna / Silvia Kramreiter and Verena Krausneker -- Establishing the first bimodal-bilingual co-enrollment program in Germany : preconditions, policy, and preliminary data / Johannes Hennies and Kristin Hennies -- Include to grow : prospects for bilingual and bicultural education for both deaf and hearing students / Lucrezia Di Gregorio, Vincenzina Campana, Maria Lavecchia, and Pasquale Rinaldi -- 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 -- Conditions for effective co-enrollment of deaf and hearing students : what may be learned from experiences in Namur (Belgium) / Magaly Ghesquière and Laurence Meurant -- Four co-enrollment programs in Madrid : differences and similarities / Mar Pérez, Begoña de la Fuente, Pilar Alonso, and Gerardo Echeita -- Willie Ross School for the deaf and partnership campus : a dual-campus model of co-enrollment / Louis Abbate -- The growth and expansion of a co-enrollment program : teacher, student, graduate and parent perspectives / Kathryn H. Kreimeyer, Cynthia Drye, and Kelly Metz -- The Tucker Maxon story : mainstreaming in place / Jennifer M. Hoofard, Glen Gilbert, Linda Goodwin, and Tamala Selke Bradham -- Visions of co-enrollment in deaf education / Marc Marschark, Harry Knoors, and Shirin Antia.

The roles of interpreters in an inclusive classroom were examined through a qualitative, 3-year case study of three interpreters in an inclusive school. Interviews were conducted with interpreters, classroom teachers, special education teachers, and administrators. The interview data were supplemented with observations and field notes. Results indicate that in addition to sign interpreting between American Sign Language and speech, the interpreters clarified teacher directions, facilitated peer interaction, tutored the deaf children, and kept the teachers and special educators informed of the deaf children's progress. The interpreter/aides and the classroom teachers preferred this full-participant interpreter role, while the special educators and administrators preferred a translator role. Classroom teachers were more comfortable with full-time interpreters who knew the classroom routine, while the special educators and administrators feared that full-time interpreters fostered child and teacher dependence. These issues are discussed in terms of congruence with the Registry of Interpreters code of ethics and how integration of young children might be best facilitated.

The purposes of the study were to obtain and analyze data on the need for, and desired characteristics of, faculty in deaf education at American institutions of higher education (IHEs), and to assess the present and projected status of doctoral-level teacher preparation programs in deaf education at American IHEs. Program directors and coordinators provided information on current and projected faculty openings, the number of active doctoral students, faculty research interests, program strengths, and needs in the field. Results indicated a pending shortage due to faculty retirements and a paucity of doctoral-level graduates. Most faculty listed literacy and language as a primary research interest as well as a program strength. The ability to generate new knowledge through research was found to be less desirable for future faculty than teaching ability. Suggestions for improving doctoral preparation and moving the field to evidence-based practices are provided.

Inclusive postsecondary education (PSE) programs at institutions of higher education are emerging as opportunities for individuals with intellectual and developmental disabilities (IDD), including those with extensive support needs (ESN), to progress toward their desired outcomes. This qualitative study aimed to understand the experiences and supports that current and recently graduated students in a dual enrollment nonresidential PSE program perceive as contributing to their self-directed employment, education, and social goals. Furthermore, this study explored how students' perceived PSE affected their goal achievement and future lives. Findings from interviews with 10 participants with IDD, including eight with ESN, revealed that obtaining and maintaining competitive employment was negatively impacted by COVID-19, paid employment during PSE was not aligned with participants' employment goals, internship experiences led to participants learning about their work preferences and changing their employment goals, and peer mentors impacted the achievement of participant's employment, education, and social goals. Implications for practice and research and study limitations are described.

T he field of education of deaf and hard of hearing (DHH) students has a paucity of evidence-based practices (EBPs) to guide instruction. The authors discussed how the research methodology of single-case design (SCD) can be used to build EBPs through direct and systematic replication of studies. An overview of SCD research methods is presented, including an explanation of how internal and external validity issues are addressed, and why SCD is appropriate for intervention research with DHH children. The authors then examine the SCD research in the field according to quality indicators (QIs; at the individual level and as a body of evidence) to determine the existing evidence base. Finally, future replication areas are recommended to fill the gaps in SCD research with students who are DHH in order to add to the evidence base in the field.

S tudents who are deaf and hard of hearing (DHH) face challenges in learning to read. Much has been written about the relative importance of the different factors associated with success in reading, but these factors are disputed within the literature on DHH readers. The Center on Literacy and Deafness , funded by the Institute of Education Sciences, is engaged in a nationwide project to identify child-by-instruction interactions related to instructional factors that are malleable within the classroom context. In the present article, the authors describe the project, present the conceptual model on which it is based, explain the processes and procedures used to choose assessment tools, and discuss their theoretical view of how reading and instruction might differ based on an individual student's language and level of functional hearing.