Crystal, Being prepared to read as needed, and watching for issues of architectural access are a great start. There are other simple things that you can do as an instructor that are helpful, too, like being careful about describing things fully ("The equation 2x4" instead of "the equation here", for example), which helps students with visual impairments, and being careful not to turn your back to the class (to write on the board or ???) when you are giving important procedural information that might be lost for someone who is lipreading. Dr. Jane Jarrow