This paper describes several tools that teachers can use to ensure that modifications for students with hearing impairments in the regular classroom are both available and of sufficient quality. Specific suggestions are offered for modifying the acoustic environment so that standards for the ambient noise level and the signal to noise ratio are met. Guidelines for using an interpreter in the classroom and information on interpretation, types of certifications, interpreter roles and responsibilities, and the relationship between interpreter and teacher are offered. The use of classroom note-takers is discussed including technical equipment and decisions regarding use of a professional or a volunteer. Handouts and overheads are attached.
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