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Students and dependents with disabilities engage in all university departments, programs, colleges, divisions and professional schools at UC San Diego.

As a resource for the campus, the Office for Students with Disabilities (OSD) is responsible for determining eligibility for modifications, adjustments and other accommodations for students and dependents who have disabilities.

The simple answer is: No, not completely, but yes, for the most part. ) People tend to use the terms interchangeably, to be sure, and we will do so here, for ease of reading, but distinctions can be made between the terms.

Sometimes people get confused about what it means to have a .

Here are some common ways schools make learning moreaccessible.

Only a 1% difference in math and reading scores, but 16% change in language section with the additional time and one year more academic growth. greater than their peers often resulting in reduced retention, fatigue and attention challenges.

It is critical that students with hearing loss NOT be assessed using recorded speech (CD, MP3, etc). Use intonation/inflections of speech to enhance speech understanding. Require a slower rate of speech which cannot be adjusted on CD. When hard of hearing students have to listen to recorded speech they are at an even greater disadvantage because they lose visual cues, vocal intonation/inflection as well as opportunities for repetition.

Educational settings vary in the extent to which they provide accommodations and modifications to students with hearing loss.

It is important for the IEP or 504 planning team to include a professional with expertise in the educational needs of students with hearing loss so that the unique access and learning needs of the student with hearing loss are understood and can be appropriately accommodated.