Ultrapotent antibodies against diverse and highly transmissible SARS-CoV-2 variants

IC80 1.5 to 34.5 nanograms per milliliter). We define the structural and functional determinants of binding for all four VOC-targeting antibodies and show that combinations of two antibodies decrease the in vitro generation of escape mutants, suggesting their potential in mitigating resistance development.The emergence of highly transmissible SARS-CoV-2 variants of concern (VOCs) that are resistant to therapeutic antibodies highlights the need for continuing discovery of broadly reactive antibodies. We identified four receptor binding domain-targeting antibodies from three early-outbreak convalescent donors with potent neutralizing activity against 23 variants, including the B.1.1.7, B.1.351, P.1, B.1.429, B.1.526, and B.1.617 VOCs. Two antibodies are ultrapotent, with subnanomolar neutralization titers [half-maximal inhibitory concentration (IC50) 0.3 to 11.1 nanograms per millilite

Visions of co-enrollment in deaf education

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Co-enrollment and the education of deaf and hard-of-hearing learners: Foundations, implementation, and challenges

Item does not contain fulltextThis chapter introduces the concept of co-enrollment, exploring the philosophical and pragmatic foundations of this educational option of educating deaf and hard-of-hearing (DHH) students. The intent of co-enrollment programs is to promote full membership of both DHH and hearing students in the school and classroom. Co-enrollment programs are often bilingual in sign language and spoken language and are frequently co-taught by a general education teacher and a teacher of DHH students. The scant research on co-enrollment classrooms indicates that the social outcomes are positive, but academic and language proficiency outcomes are not yet established. Teachers, parents, and students all perceive co-enrollment programs positively. Challenges include the time required for students and teachers to master a second language and the time and effort required to establish and maintain teacher partnerships

Co-enrollment in deaf education

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Co-enrollment and the education of deaf and hard-of-hearing learners: Foundations, implementation, and challenges

This chapter introduces the concept of co-enrollment, exploring the philosophical and pragmatic foundations of this educational option of educating deaf and hard-of-hearing (DHH) students. The intent of co-enrollment programs is to promote full membership of both DHH and hearing students in the school and classroom. Co-enrollment programs are often bilingual in sign language and spoken language and are frequently co-taught by a general education teacher and a teacher of DHH students. The scant research on co-enrollment classrooms indicates that the social outcomes are positive, but academic and language proficiency outcomes are not yet established. Teachers, parents, and students all perceive co-enrollment programs positively. Challenges include the time required for students and teachers to master a second language and the time and effort required to establish and maintain teacher partnerships