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Assignments and Instructions: Put on the board or hand out written statements of all important dates, assignments, exams, instructions, or changes in location.Consider providing a brief outline of the course as a handout or on-line.Since even the best lip-readers may understand only 30-50% of what is said, don’t consider it an indication of the student’s intelligence or competence if she/ he has trouble understanding you.Be patient about the need to repeat yourself sometimes.Many of the students in Project Athena will be on free or reduced lunch status, be minority students or have a learning disability of some kind.Beyond differentiation of reading and task demands, these students may need targeted instructional attention to assure success.

Consider providing these to the interpreter before class.The following ideas for teachers include cognitive and socio-emotional development considerations, written expression and organizational considerations, and ideas for working with twice-exceptional learners.The teacher: Some students in Project Athena may be twice-exceptional, both gifted and learning-disabled or attention deficit.In the second-best arrangement, the students and teacher have the light source to their side.Avoid having students face the light source (Blair 81). ” or “Ask her if she has the paper today.” Say instead, “Do you have the paper today?

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