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Handouts that can be read before or after class or other presentation are useful.

Examples of accommodations

interpreters sound amplification systems note takers real-time captioning email for faculty-student meetings and class discussions visual warning systems for lab emergencies changing computer auditory signals to flash changes captioned video presentations

When speaking, make sure the student can see your face and avoid unnecessary pacing and moving. When speaking, avoid obscuring your lips or face with hands, books, or other materials. Repeat discussion questions and statements made by other students. Write discussion questions/answers on a whiteboard or overhead projector. Speak clearly and at a normal rate. Use visual aids with few words and large images and fonts. Provide written outlines, assignments, instructions, and demonstration summaries and distribute them before the class or other presentation when possible.

direct your speaking style and adjust the "pace" of instruction to make information more accessible to a student with a hearing impairment.

Some students who are hard of hearing may hear only specific frequencies or sounds within a certain volume range.

They may have difficulty following lectures in large halls, particularly if the acoustics cause echoes or if the speaker talks quietly, rapidly, or unclearly. People who have hearing impairments may find it difficult to simultaneously watch demonstrations and follow verbal descriptions, particularly if they are watching a sign language interpreter, a captioning screen, or a speaker's lips. Small group discussions may also be difficult to follow or participate in, particularly if the discussion is fast-paced and unmoderated, since there is often lag time between a speaker's comments and interpretation.

Students and others with disabilities have the same rights and responsibilities as other people.

Support for active interagency system leadership teams.Planning protocols to support coordination of services around individual students and their families.Tools for enhancing students’ strengths and interests in an IEP.

Person-centered practices empower students with disabilities and their families to make decisions about their own lives.

Parents are a critical partner in every phase of identifying a student for special education and in establishing the IEP.

outlines the unique needs of the student and the specialized goals and objectives that will help the student make educational progress.

IEP