Interactive Process
Disability services professionals play a critical role in ensuring deaf students have access through a collaborative, student-centered approach known as the interactive process.
The interactive process is more than a checklist. It’s an ongoing conversation between the student and the disability services office to explore, implement, and adjust accommodations that provide effective communication access. This process is required under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act.
As students move through different classes, programs, or campus activities, their access needs may shift. Accommodations should be reviewed and revised accordingly. Following the 2008 ADA Amendments Act, Association on Higher Education and Disability (AHEAD) emphasizes that institutions should keep this process “intentionally fluid,” allowing flexibility to respond to each student’s evolving circumstances and needs.
Student-Centered Practices
For deaf students, access can’t be determined by paperwork alone—like an audiogram or diagnosis. Effective communication depends on the student’s real-life experience, language preferences, and the specific classroom or learning context.
Using a one-size-fits-all approach or relying only on standard accommodations can result in mismatches that don’t truly meet the student’s needs. In fact, research and student feedback consistently show that these transactional models often create more barriers, not fewer.
Instead, a person-centered approach is essential. That means treating the student as the expert in their own access, involving them in meaningful conversation, and being open to adjusting accommodations over time. Access is not a checklist, it’s a collaborative and ongoing process.
Invitation to Dialogue
Build rapport through intentional conversations. Invite students into a space where their experiences and insights drive the process.
Prioritize Student Report
Every student has a personal journey. Defer to their subjective experiences to understand what works and what doesn’t. Avoid making assumptions based on documentation alone.
Transparent Conversations
Explain policies and timelines clearly. Share why certain practices are in place. Transparency builds trust, reduces confusion, and invites collaboration.
Determining Accommodations
Start by reviewing the student’s past experiences, successes, and concerns. Discuss academic and non-academic contexts where access is needed. Introduce all relevant accommodation options and openly explore what might work best.
Make decisions with students, not for them. Consider:
- Preferred communication methods
- Content type and classroom format
- Cultural fit
Revisit the student’s access plan regularly. Needs change based on the class, setting, and people involved. Keep the door open for check-ins and adjustments.
Evaluation Tool for Serving Deaf Students
Disability services offices can benefit from conducting an internal assessment of policies, procedures, and other practices while managing accommodations for deaf students. The purpose of this guide is to help identify effectiveness, potential gaps, or areas in need of improvement to support accessible postsecondary environments for deaf students.
Accommodations Meeting Template
View and download our editable meeting template, designed to help you start the conversation, explore available accommodations, put your plan into action, and plan for future follow-up meetings.
Frequently Asked Questions
To support a smooth and accessible meeting experience, consider these steps:
- Schedule the meeting in advance to allow time to plan for access and preparation time for the meeting.
- TIP: Try to align the meeting with orientation and set aside time specifically for deaf students.
- Plan for access: Arrange interpreters, captions, or other communication support.
- Share information in advance: Send an email to the student about what to expect, any policies they need to be aware of and questions they can reflect on prior to your meeting. This will give them time to prepare questions for your meeting.
- Create a welcoming space: Prepare staff at the office, take a Deaf Awareness Course, and plan ways to communicate directly with the student.
Institutions are responsible for ensuring that deaf students have equal access to extracurricular activities. Proactive planning, staff training, and open communication are key to meeting your responsibilities and ensuring full access for all students. Here’s how to prepare:
- Meet with the student to discuss specific access needs and develop a plan that can be adjusted over time.
- Work with club advisors and athletic staff to proactively plan for interpreters, captioning, or other accommodations. Make sure information about how to request access is easy to find and understand.
- Arrange qualified interpreters or captioning for meetings, practices, and events. Have systems in place to share important info through notes, messages, or recordings.
- Train staff and student leaders on using accessible seating arrangements and encouraging deaf students to take on leadership roles.
- Follow up regularly to confirm that access is effective and gather input to guide future improvements.
Ongoing Feedback & Adjustment
The process doesn’t stop once accommodations are in place. Plan for:
- Scheduled check-ins
- Feedback loops from students and providers
- Real-time changes when accommodations fall short
Use simple tools—like surveys or informal interviews—to evaluate whether access is effective. Student feedback should inform service adjustments and planning.
Additional Resources
- AHEAD: Supporting Accommodation Requests – Guidance on Documentation Practices
- AHEAD: Professionals’ Guide to Exploring & Facilitating Access
- DOJ ADA Requirements: Effective Communication