If there is a choice of lecture room, then one that is well lit, preferably without background noise, is preferable. It is particularly important in PRS subject areas to get all students involved in discussions, and those with hearing loss should not feel inhibited about presenting their views in class because of environmental limitations. Prior consultation with deaf students will ensure that they are sitting in the optimum position for receptivity and dialogue. Students with hearing impairment may be using technology, such as induction loops or radio microphones, in order to enhance their auditory capacity. Banging the table to make a point is not recommended, as the sound is amplified and may be uncomfortable for the recipient.
Some students use an externally funded and designated hearing note-taker in classes.
In certain cases, these may be postgraduates or graduates, perhaps even with compatible subject interests. If possible, there should be liaison between institutional access officers and lecturers, to ensure that they are aware of who a note-taker is and how their role is shaped. If a note-taker is not employed, a deaf student may benefit from copying another student's notes. A lecturer should ensure that these notes are comprehensible, perhaps choosing a student who has clear writing and abilities. Not all students, however, want to have their notes copied, and there should be a prior arrangement rather than an in-lecture consultation on the issue.