According to the 2010 "Gallaudet Research Institute Annual Survey of Deaf and Hard of Hearing Children and Youth," districts reported that over 75% of students who are D/HH were educated within regular school facilities, and 67% of those students spent at least part of their day within a general education classroom (GRI, 2011). Additionally, 13% of these students were provided with a sign language interpreter, allowing them to move from separate to local schools. These shifts have been driven by several factors, including improved early identification and early intervention practices, shifting legislation calling for more inclusive educational practices, and improvements in hearing aid technology and cochlear implant technology. Use of assistive listening devices (ALD) and other listening technology is one way to address the accessibility of spoken language in the classroom for students who are D/HH using either oral/aural communication or a combination of oral/aural and signed communication. In cases where medical intervention is not indicated, amplification through the use of hearing aids, FM systems, and cochlear implant sound processors are the best option for improving the ability to understand speech. Teachers working with students who are D/HH must apply all of the general principles and classroom management techniques known to enhance the quality of instruction for any student, as well as adapt that instruction to the heterogeneous needs of students who are D/HH. By employing best practices, school psychologists are in a position to support school--family partnerships as well as to increase communication with and involvement of parents. Educational teams including general education teachers, teachers of D/HH students, interpreters, administrators, parents, audiologists, speech and language specialists, medical professionals, and students need to come together and work effectively. Use of consultation skills can assist with helping these teams work together collaboratively, help general education teachers to develop and implement research-based techniques, and help itinerant and general education teachers work together effectively. The training and skills of the school psychologist can be employed by monitoring the implementation and effectiveness of interventions and techniques being used, and helping educational teams make data-driven decisions in a timely manner to the benefit of the deaf and hard of hearing student.