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This book focuses on two means of recruiting sign language to support DHH students in mainstream education in Asia. The first approach is educational sign interpreting, which has been adopted to support signing DHH students in mainstream classrooms in Taiwan. Contributions report on a questionnaire survey with post-hoc interviews examining the reactions of students, parents, a resource teacher, and an interpreter towards providing this service in the education system. The second approach is co-enrolment, which involves bringing a critical mass of DHH students into the mainstream classroom for them to study with hearing children, supported by either a deaf teacher or a teacher highly proficient in signing, who co-teaches with a regular teacher and co-shares responsibilities in taking care of the whole class of students. The chapters exemplifying this approach report on the effects of co-enrolment on DHH students' language development and academic attainment. This book was originally published as a special issue of Deafness & Education International.
Gladys Tang is Director of The Centre for Sign Linguistics and Deaf Studies at the Chinese University of Hong Kong, China. She specialises in the linguistic study of Hong Kong Sign Language, language development of deaf and hard-of-hearing children, and co-enrolment education.
Introduction: Sign language and inclusive deaf education: An Asian Perspective 1. Implementing co-enrollment in preschool education in China: A case study 2. The acquisition of Hong Kong Sign Language in deaf and hard-of-hearing children: A longitudinal study of sign language development in a bimodal bilingual co-enrollment programme 3. Measuring academic attainment and progress of deaf and hard-of-hearing students in Sign Bilingualism and Co-enrollment (SLCO) classrooms : A case study 4. Sign language support in an inclusive environment: Educational sign language interpreting services in Taiwan
