"Co-enrolled classrooms," they advise, "represent a promising additional possibility for increasing student social access to peers, as well as increasing achievement. A co-enrolled classroom typically consists of an approximately 2:1 ratio of hearing and Deaf or Hard-of-Hearing (DHH) students. A team of two teachers, a general education teacher and a teacher of DHH students, collaborate to provide instruction. In many CE classrooms, the teachers and students frequently use both spoken English and sign language" (p. 20).

According to Hicks (1999), these trends have also provided new opportunities for understanding how young people interrelate and react, features that hold special significance for understanding deaf education in a multicultural classroom. "As such," she advises, these trends "open up new ways of thinking about how cultural groups may function in relation to one another in a multicultural classroom" (Hicks, 1999, p. 19). This author also emphasizes that today's multicultural classroom has compelled teachers...
[ View Full Essay]