Professional Team Members

Adaptive Physical Education (APE) teachers are physical education (PE) teachers who have additional training to support children with disabilities. In particular, they can be helpful when planning a child’s safety and full participation in gym, sports, and recreation activities. APE teachers understand how different disabilities can affect movement, balance, and large muscle skills, and can adapt instruction or the setting accordingly. They are also knowledgeable about assistive technology supports and equipment for fitness and safety. APE teachers can work with others who may be on your child’s team, such as a teacher of the deaf, interpreter, audiologist, occupational therapist, or physical therapist. APE teachers may also help families support their child’s fitness outside of school. Some examples of supports for physical education include hand signals, color-coded cones, flashing lights, visual timers, hearing aid tethers, or implant friendly helmets.

Watch the Outreach Center’s webinar, “Let’s Play Together: Gym and Sports in School” to view examples of supports for deaf/hard of hearing students.

For more information about APE, view an outline of the National Guideline Standards for Adaptive Physical Education.

Audiologists can be key members of your child’s medical and educational team. They are health practitioners who identify, diagnose, and care for hearing conditions, balance disorders, and auditory processing disorders. They address needs by performing assessments, managing technology, working with other professionals, and connecting families to community resources. Audiologists also provide information and support for language and communication development.

There are two types of audiologists: clinical and educational.

Clinical Audiologist

• Located in hospitals, clinics, centers, and medical settings.
• Perform hearing screenings and audiological evaluations.
• Test for ear health.
• Identify the cause, degree, and type of hearing condition.
• Make an official medical diagnosis.
• Explain the results of all hearing evaluations and assessments, including audiograms.
• Provide options for language and communication access.
• Connect families to Help Me grow, and other early intervention providers.
• Select, program, and coordinate repair of hearing assistive technology (HAT), such as hearing aids and implants.
• Teach others how to use HAT.
• Connect families to other professionals as needed, such as Ear, Nose, and Throat doctors, speech language pathologists, or teachers of the deaf.

Educational Audiologist

Educational audiologists have the same knowledge and credentials as clinical audiologists but also have additional training specializing in how hearing conditions impact language, communication, and literacy in an educational setting.

• Can be involved in your child’s special education evaluation and Individualized Education Program (IEP).
• Can explain a medical diagnosis to others, such as your IEP team.
• Can clarify the results of an audiogram to others, including the general education teacher.
• Knowledgeable about deaf/hard of hearing specific assessments relevant to educational access which may be helpful when identifying needs.
• Can perform Functional Listening Evaluations (FLE), which identifies how well a student hears in a school setting, and what makes it harder for them to understand speech.
• Provide recommendations for improving your child’s hearing and listening access, which may include adaptations to the setting, or HAT.
• May be knowledgeable about other technology options to support language and communication, such as Augmentative and Alternative Communication (AAC), options.

Deaf Mentors are deaf or hard of hearing adults trained to provide support and guidance. They serve as a role model for families and their deaf or hard of hearing children. They share valuable insight into visual learning, deaf culture, and communication strategies. A Deaf Mentor can support a child in developing a healthy deaf/hard of hearing identity and assist families in understanding their child’s unique needs.

If you are interested in Deaf Mentoring services, consider letting your Early Intervention provider or members of your child’s healthcare or education team know. They may be able to connect you to local opportunities. Below are some options for mentoring:

• Check with your local Community Center for the Deaf (CCD) to see if mentoring services are available.

• EmpowEAR deaf or hard of hearing mentoring and coaching is offered for families living in Summit County.

• Sign On Connect is a virtual program connecting families to Deaf Ambassador.

In Ohio, an Early Intervention (EI) provider is a professional in a state agency that provides coordination services to families with infants and toddlers (birth to age 3) with developmental delays or disabilities. Services may include at home visits, monitoring child development, connecting to specialists, and linking families to state and community supports as needed. They can help families get set up with a hearing screening, support their child’s access to language and communication, and assist in transitioning into Part B special education services. For more information, visit the Department of Children and Youth website.

The general education teacher (sometimes called the regular education teacher) is responsible for teaching all students in the classroom, including those with disabilities. This teacher plans lessons, teaches academic subjects, and creates a safe, welcoming environment where every child can learn and grow.

If your child is deaf or hard of hearing, the general education teacher plays an important role in their education. They work as part of your child’s school team and help make sure your child has access to learning, just like their classmates. This may include:

• Using strategies or tools to support communication, such as visual aids, captioned videos, and clear classroom routines.
• Carry out your child’s Individualized Education Program (IEP), including any accommodations or modifications listed in it.
• Working with other professionals, like a teacher of the deaf, an interpreter, or an intervention specialist, to make sure your child’s educational needs are met.
• Participating in your child’s IEP meetings and sharing observations about your child’s progress, strengths, and challenges.

General education teachers often collaborate with special education staff to co-plan and sometimes co-teach lessons. When everyone on the team works together, it helps create a classroom where your child is supported and fully included.

In general, interpreters are trained professionals who make sure people who use sign language and people who use spoken English understand each other. A deaf or hard of hearing person watches the interpreter sign what is being said, and when they respond in sign language, the interpreter speaks their message aloud. Interpreters follow a strict code of ethics to keep conversations private and professional. There are different types of interpreters depending on the setting and circumstance. Here we highlight two common types of interpreters: Educational and Community.

Educational interpreters are trained professionals who make sure deaf/hard of hearing students have full access to what is being said and taught in the classroom.

The Interpreter’s Main Job:

An educational interpreter changes spoken words into sign language (or another visual language system) so your child can understand the teacher, classmates, and other school staff. They also voice your child’s signed responses if needed.

Other Ways Interpreters Support Students:

• Language Support
  Your child may be learning sign language at the same time as they are learning school subjects. The interpreter may help by repeating or explaining things in a way that makes sense for your child’s level, but they do not replace a teacher or speech therapist.
• Role Model
  Interpreters also serve as language models, showing your child how to use sign language in real-life school situations.
• Social Help
  Interpreters can help your child join in conversations with classmates and teachers. Sometimes they will help others learn a few signs to better connect with your child.
• What Interpreters Do not do:
  • They are not aides or babysitters.
  • They do not manage behavior (though they may help with reminders).
  • They do not teach formal ASL classes.
  • They should not be left alone to supervise your child.
  • They do not make decisions about your child’s education—that’s the IEP team’s job.
  • Educational interpreters are part of your child’s IEP team. They work closely with the teacher of the deaf, general education teachers, and other school staff to meet your child’s needs.
• They may also:
  • Join team meetings to give input.
  • Help prepare materials so they can interpret accurately.
  • Share information about how well your child is using interpreting services.

Not all deaf students benefit from interpreting. Your child needs enough language skills to understand and use an interpreter. If not, the IEP team might look at other support options first—like a teacher of the deaf or a language specialist.

When used at the right time, interpreters are a powerful way to help deaf and hard of hearing students understand, participate, and succeed in school.

If you are wondering whether an interpreter would benefit your child, the “Classroom Interpreting Guide,” can help you envision what an interpreter for your child in school might look like.

Community interpreters are trained professionals who make sure communication is clear and equal in everyday settings for people who are deaf or hard of hearing. They work in many different places, like hospitals, doctor’s offices, job interviews, banks, courtrooms, public meetings, and community events. Their job is to make sure that everyone understands each other clearly, whether they are using spoken English or sign language.

Community interpreters follow the same code of ethics as school interpreters. They keep things private, stay neutral, and do not change or add to what is being said. Their goal is to support communication—not to give advice or opinions.

Thanks to the Americans with Disabilities Act (ADA), your child has the right to have a qualified interpreter during medical visits and other important public services. These interpreters are not just helpful—they are often required by law.

Even young children can benefit from community interpreters at places like:

• Medical appointments.
• Early intervention visits.
• Library programs.
• Family events with signing adults or Deaf community members.

As your child gets older, they may use community interpreters more often—at work, college, driver education, or social activities. Learning how to work with interpreters in the community is a big step toward independence.

An intervener is a trained professional who works one-on-one with a child who is deafblind, as they learn how to access the world around them. Because deafblindness may create unique challenges in communication, learning, and social development, interveners play a critical role in helping children make sense of their environment, build relationships, and develop concepts. Interveners provide consistent support by increasing access to information, supporting communication, and building a strong, trusting relationship with the child. They help children understand where they are, who is with them, and what is happening—while also encouraging independence, problem-solving, and social interaction. To do this well, interveners receive specialized training in deafblindness, communication strategies, sensory development, orientation and mobility, and emotional well-being. Their work is based on doing what is right and respectful for the child and is designed to help the child take part more fully and confidently in learning and everyday life. 

For more information, connect with The Ohio Center for Deafblind Education, or explore A Family’s Guide to Interveners for Children with Combined Vision and Hearing Loss, 2012). Ohio also has an Intervener Certificate Program through Shawnee State University.

The terms intervention specialist and special education teacher refer to the same type of educator. In Ohio, the official term is intervention specialist. These teachers are specifically trained to support students with disabilities.

An intervention specialist may teach in different settings, such as:

• In a general education classroom, teaching alongside the general education teacher. Students with disabilities and typically developing students are in the same classroom.
• In a resource room, supporting students who may need extra help.
• In a self-contained classroom, the lead teacher teaching students with disabilities.

Intervention specialists understand both the general education curriculum and how to adapt it for students who need extra support. They use teaching strategies that support students’ learning and behavioral needs. They are also responsible for making sure students have access to instruction, assignments, and tests by providing accommodations and modifications based on each learner’s Individualized Education Program (IEP).

Often, intervention specialists work closely with general education teachers. They might plan lessons together and share the responsibility of teaching all students in the classroom. This is called co-teaching. When teachers co-teach, it is important that both understand any communication or medical needs for students who are deaf/hard of hearing so they can work together to provide a safe and inclusive learning environment. Some intervention specialists choose to receive additional training in a specialized area to teach students with specific disabilities. For example, a teacher of the deaf (TOD) is an intervention specialized uniquely qualified to work with students who are deaf/hard of hearing.

An occupational therapist (OT) helps children build skills they need for everyday tasks, both at home and at school. For children who are deaf or hard of hearing, an OT can support development in areas like hand coordination, writing, and using sign language clearly. These are called fine motor skills, which involve small muscles in the hands, fingers, and arms. An OT might help your child learn to grip a pencil, hold a fork, button clothes, or form signs more smoothly. OTs also work with children on sensory development. This can mean helping a child manage how their body reacts to sights, sounds, textures, and other sensations. For example, some children might be sensitive to light or touch, while others may need more input to stay focused. An OT can help your child feel more comfortable and organized in their body and surroundings. For children who are deaf or hard of hearing, an OT might also help with visual attention. This means learning how to look back and forth between the teacher, interpreter, classmates, and materials like books or notes. This can be hard work, and OTs can teach ways to make it easier. They may also help your child with spacing and structure in handwriting or typing. OTs often make simple tools or suggest changes to tasks so your child can participate more easily. They work closely with families, doctors, and the school team. If your child sees an OT in both a medical setting and at school, it is helpful for those therapists to share notes. You will need to sign a permission form so they can talk to each other, just like you would for educational and clinical audiologists.

An ophthalmologist is a medical doctor who specializes in caring for the eyes. They can check your child’s vision, look for eye problems, and treat eye diseases. They can also prescribe glasses or contact lenses if your child needs them.

For children who are deaf or hard of hearing, good vision is especially important because they often rely more on what they see to communicate and learn. An ophthalmologist can help make sure your child’s eyes are healthy and that they can see clearly—whether they use sign language, read lips, or watch people and activities in the classroom. Regular eye exams can help catch problems early and support your child’s ability to interact with the world around them.

An optometrist is an eye doctor who checks vision and eye health. They are not medical doctors, but they go to special school and earn a Doctor of Optometry (OD) degree. Optometrists can test your child’s eyesight and look for common eye problems. They can also prescribe glasses or contact lenses if your child has blurry vision from things like nearsightedness or farsightedness.

In the U.S., optometrists can also treat some eye conditions with medicine, and they may help care for your child before or after eye surgery done by an ophthalmologist. However, they usually do not do surgery themselves.

For children who are deaf or hard of hearing, clear vision is especially important because they depend on what they see to communicate, follow directions, and stay aware of what is happening around them. An optometrist can help make sure your child sees well, so they can get the most out of their learning and daily life.

An otolaryngologist, also called an ENT (ear, nose, and throat doctor), is a medical doctor who treats conditions with the ears, nose, and throat. An ENT may work alongside other professionals, such as an audiologist, to identify the cause of a hearing condition. ENTs can prescribe medicine and perform surgeries. For example, they might prescribe medication to clear an ear infection, place tubes in the ears to drain fluid, or fix problems with the ear structure. An ENT is also the doctor who performs surgery to insert the implant piece of hearing devices, such as a cochlear implant.

An otolaryngologist may be a doctor who gives medical approval for hearing aids, implants, or other hearing technology. Sometimes a school audiologist will refer your child to an ENT if they notice something that needs medical attention during a school hearing test.

Paraprofessionals, also called aides or paraeducators, provide direct support to students in the classroom. They work closely with teachers and intervention specialists to meet each student’s individual needs.

For students who are deaf or hard of hearing, a paraprofessional might:

• Check to make sure the student understands what is happening in class, like instructions for a task, assignment directions, group conversations, or learning materials.
• Repeat information or get the teacher’s or interpreter’s attention if the student misses something.
• Help solve classroom challenges.
• Support access to language and communication.

Paraprofessionals offer help when needed but also encourage students to try tasks on their own. This balance helps students build confidence and independence over time. To learn more, visit the Council for Exceptional Children Core Competencies.

Peer mentoring and connection services strive to connect your child to others who are similar in age and hearing condition. These peer programs are typically overseen by professionals, but keep in mind, children may or may not be professionally trained in the way an adult Deaf Mentor may be. Children who interact with peers like them can experience increased self-confidence and belonging. Below are some options for your child to connect with peers:

• Friends Like Me, is a virtual program connecting deaf/hard of hearing children of all ages to each other, under the guidance of a deaf adult.
• Ohio Deaf Service Centers have opportunities for youth to connect with other peers and adults who are deaf/hard of hearing.
• Opportunities for Ohioans with Disabilities (OOD) offers peer mentoring services for eligible deaf/hard of hearing individuals ages fourteen and up.
• Summer camps for deaf/hard of hearing children are available every year, however registration information changes yearly. Most summer camp information is available in the spring.

Physical Therapists (PTs) work with the large muscles in the body to teach children how to move and stay strong. PTs may work with your child at school, in a hospital, or both. If your child sees a PT in more than one place, it is helpful for the therapists to share information. You will need to give permission by signing a release form.

PTs check your child’s physical skills and create a plan to improve movement, strength, and balance. They also help prevent injuries and support your child’s physical development.

For children who are deaf or hard of hearing, PTs can help with things like:

• Balance problems, which can happen when the inner ear (vestibular system) is affected.

• Building muscle strength.

• Improving big movements like walking, running, or jumping.

PTs work in and out of the classroom and can be part of your child’s school team. They can also work with you to make sure your child gets the support they need at home.

School nurses support your child’s health and safety during the school day. They store and give medications, such as eye drops or prescriptions, and can help you decide which medications should stay at school and which should stay at home. School nurses may also provide regular hearing and vision screenings for all students, as required. If your child has already had a hearing or vision screening at the doctor’s office, you can ask the pediatrician to fill out a release form. This allows the school to use the medical results and helps avoid unnecessary repeat screenings.

School psychologists are key members of your child’s school team. They support students’ learning and emotional well-being, and they help teachers find effective ways to meet each student’s needs. School psychologists work with families, teachers, and other staff to understand how a student is doing socially, emotionally, and behaviorally. They can help identify challenges and recommend strategies or services that support the student’s success. 

For students who are deaf or hard of hearing, a school psychologist might work with the teacher to improve communication access in the classroom or support the student during major transitions—like starting kindergarten or moving to a new school. They also take part in evaluations and help create plans that are tailored to each child. When needed, they provide emotional or behavioral support and help students learn skills to manage feelings like anxiety or frustration that can get in the way of learning. School psychologists collaborate with families and the school team to ensure each child has what they need to thrive. 

School Social Workers in Ohio are licensed professionals who work in schools to support students' social, emotional, and behavioral well-being. They help connect families to resources, support students through challenges that affect learning, and work closely with teachers, administrators, and other school staff to create a positive school environment. They may help students develop social skills, manage emotions, or cope with life changes such as family stress, housing instability, or grief. 

For children who are deaf or hard of hearing, school social workers can play a significant role by: 

• Helping students feel included and connected to the school community. 
• Supporting social skill development, especially in peer interactions that may be affected by communication barriers. 
• Helping the school team understand the impact of hearing loss on social and emotional development. 
• Assisting families in accessing outside services, such as counseling, community programs, or communication resources. 
• Collaborating with interpreters, teachers, and other service providers to ensure students are fully supported. 

Clinical Social Workers are licensed mental health professionals who often work in hospitals, clinics, or private practice. While they usually operate outside of the school system, they can provide therapy, help families cope with medical or mental health concerns, and support long-term emotional wellness. 

For deaf/hard of hearing children and their families, clinical social workers can: 

• Offer counseling to support emotional and behavioral needs. 
• Help children and parents adjust to a diagnosis or communication challenges. 
• Support families in navigating systems like healthcare, early intervention, or special education. 
• Work with interpreters or providers fluent in sign language when needed to ensure communication access. 

Both school and clinical social workers focus on helping children succeed at home, at school, and in the community.

Speech language pathologists (SLPs) can help deaf or hard of hearing children develop strong communication and language skills. These skills are important for learning, making friends, and feeling included. SLPs may have different experiences supporting children who are deaf/hard of hearing. Some know sign language, or are certified auditory verbal therapists, while others may not be. That is why it is important to ask SLPs about their training and background working with children who are deaf/hard of hearing.

Speech language pathologist can:

• Perform language and communication assessments.
• Create goals and plans with you and the education team.
• Support understanding and use of language, whether spoken or signed.
• Provide therapy to improve speech.
• Support listening skills and understanding of auditory noise.
• Build social communication and interaction skills.

They may use the following tools and strategies:

• Assistive technology, such as a DM system, or augmentative and alternative communication board/devices.
• Play based learning activities to practice skills.
• Visual support, such as sign language, pictures and object symbols, written language, and visual schedules.

SLPs work in schools, hospitals, clinics, and private settings. Some children may have more than one SLP depending on their needs. Speech language pathologists can share information across settings and work together to meet your child’s individual needs when you grant permission.

Watch “Roles and Responsibilities of Speech Language Pathologist” in schools on the Department of Education and Workforce’s website to learn more.

A Service and Support Administrator (SSA) is someone who helps people with developmental disabilities—and their families—get the services and support they need. SSAs work with your local County Board of Developmental Disabilities. In Ohio, each county has a board that supports people with developmental disabilities across their lifespan. These boards help connect families to services like early intervention, school-age supports, adult day programs, and more.

If your child qualifies for services through the county board, your family may be assigned an SSA. To be eligible, your child must have a documented developmental disability and meet certain criteria set by your local board. This often includes things like delays in learning, communication, mobility, or self-care that started before the age of 22.

SSAs can help with:

• Identifying what your child needs now and in the future.
• Creating a person-centered service plan (sometimes called an ISP).
• Connecting your family to resources like therapies, respite care, or in-home support.
• Helping you understand and apply for Medicaid waiver services if needed.
• Coordinating with schools, therapists, and other team members.
• Making sure services are working well and adjusting the plan as needed.

SSAs focus on what is important to your child and your family. They support you in making choices and reaching goals.

Watch Ohio’ Department of Disabilities SSA Overview video to learn more.

A Teacher of the Deaf (TOD) is an intervention specialist who has additional training to support deaf and hard of hearing children. TODs have expertise in language development, communication, and the unique learning needs of deaf/hard of hearing students. They can play a key role in helping children succeed in school—both academically and socially.

If your child is eligible for services from a TOD, that teacher may:

• Perform specialized assessments to understand how your child learns and communicates.
• Help the education team plan appropriate goals and support, including accommodations and services.
• Provide direct instruction tailored to your child’s language and learning needs. This might include help with academics, language development (spoken or signed), reading support, and social-emotional learning.
• Support communication by working on vocabulary and expressive/receptive language skills in your child’s preferred language or mode of communication.
• Promote full access to the classroom by helping with seating, captioning, interpreting services, visual supports, and more.
• Coach and collaborate with general education teachers, helping them make their instruction more accessible to D/HH students.

In addition to teaching, a TOD may help coordinate a D/HH student’s educational program. Their knowledge of learning styles, communication modes, and language access needs makes them a valuable resource for general education teachers, school staff, and families.

Teachers of the Deaf can work with students in different ways, depending on the school and the child’s needs:

• They might be the full-time classroom teacher in a specialized program.
• They might teach in a resource room, where students go for extra support.
• They may be an itinerant teacher, traveling to general education classrooms or in home-based or community settings to work with students.

Watch “A Day in the Life” of a teacher of the deaf to learn more.

Contact a TOD in your area through the Statewide Provider Directory.

A Vocational Rehabilitation (VR) counselor is a professional who helps people with disabilities prepare for life after high school, especially when it comes to finding a job, going to college, or training programs, or becoming more independent.

If your child is deaf or hard of hearing, a VR counselor can be an important part of their support team as they get older. VR services are generally available to students from around 14 and continuing into adulthood.

A VR counselor can help your child:

• Explore different careers and learn about what kinds of jobs match their interests and strengths.
• Plan for college, job training, or other paths after high school.
• Learn work-related skills like how to apply for a job, write a resume, or prepare for an interview.
• Get work experience through internships, summer jobs, or part-time work during high school.
• Understand their rights in the workplace, including communication access and accommodations.
• Access interpreters, assistive technology, or other tools they may need at school, work, or in training programs.

The VR counselor works with your child, your family, the school team, and sometimes other community agencies to build a plan that fits your child’s goals and needs. These services are provided through the state’s Vocational Rehabilitation agency and are free to eligible students.

In Ohio, Vocational Rehabilitation services are provided by Opportunities for Ohioans with Disabilities (OOD). To get started:

1. Apply Online: Visit com to complete an application for services.(Disability Rights Ohio)
2. Find Your Local Office: Use the Find Us tool to locate the OOD office nearest to you.(Disability Rights Ohio)
3. Contact OOD Directly: Call OOD at 1-800-282-4536 or visit their Contact Us page for more information.
4. Ask Your Child’s School: Schools often have transition coordinators or special education staff who can help connect you with a VR counselor.

OOD also offers specialized programs like Ohio College2Careers, which places VR counselors in college disability services offices to support students with disabilities. Learn more these systems of support here: https://deafandblindoutreach.org/systems-of-support/opportunities-for-ohioans-with-disabilities.