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Co-Enrollment in Deaf Education$
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Marc Marschark, Shirin Antia, and Harry Knoors

Print publication date: 2019

Print ISBN-13: 9780190912994

Published to Oxford Scholarship Online: April 2019

DOI: 10.1093/oso/9780190912994.001.0001

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Learning Together by Deaf and Hearing Students in a Japanese Primary School

Learning Together by Deaf and Hearing Students in a Japanese Primary School

Chapter:
(p.69) 4 Learning Together by Deaf and Hearing Students in a Japanese Primary School
Source:
Co-Enrollment in Deaf Education
Author(s):

Takashi Torigoe

Publisher:
Oxford University Press
DOI:10.1093/oso/9780190912994.003.0004

This chapter describes a project to introduce co-enrollment practices for deaf and hard-of-hearing (DHH) pupils in a Japanese regular primary school. This project consisted of three parts: (1) instruction of sign language to the DHH pupils, (2) instruction of sign language to the teachers and hearing pupils, and (3) sign language interpretation in regular classrooms. The focus was on the challenges of sign language interpretation. The results showed that the multiple flows of information and overhearing others’ speech in the classrooms provided challenging conditions for sign language interpretation. New ways of communication and interaction (actually introducing a new culture) and the presence of deaf adults were needed to establish full participation by DHH pupils in the co-enrollment classrooms. The possible future of practices concerning the inclusion of DHH children is discussed.

Keywords:   deaf and hard-of-hearing pupils, Japanese Sign Language, sign language interpretation, social construction of learning, overhearing

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