Producing detailed notes for students with hearing loss is important, although questions arise as to whether these should be circulated to other students in a class. PRS lecturers can be reluctant to give out copies of their lecture notes, and may resent having to 'tidy them up' for external consumption. Many PRS lecturers don't work entirely from 'the script', and may even occasionally be inspired to digress from their lecture theme and demonstrate the depths of their specialist knowledge. The flow of thought in a textual exegesis, for example, may be stimulating to the audience, but raises difficulties if a student with hearing loss is trying to 'follow the script'. In this case, supplementary notes may be required, or a subsequent personal tutorial with the student to guarantee equality of educational experience.
Similar issues arise from question and answer sessions, or seminars.
The use by lecturers of PowerPoint or standard acetates with key terminology and concepts can be useful for deaf students. Computers and projectors may, however, interfere with induction loop or radio microphone reception. If a course relies heavily on video materials, then these should be made available with subtitled versions. If central university media centres record materials, then the need for subtitles should be made clear to them when tapes are being ordered. This may be an expensive option for cash-strapped PRS departments.