A ninth-grade student with profound bilateral hearing loss relies on an American Sign Language interpreter during after-school math club. The student reports difficulty both following the interpreter and recording graphics presented during meetings. Which strategy would best promote self-advocacy?

• A. requesting that the math club teacher present academic language and content solely in verbal form
• B. asking the interpreter to review concepts discussed at the end of the meeting
• C. requesting meeting notes ahead of time
• D. asking the interpreter to modify meeting content so the student has time to focus on written information

Answer: (C)