Abstract
The present study evaluated a procedure to improve notetaking for Deaf students by focusing on the interactions among notetakers, Deaf students, and teachers. One Deaf student, 3 notetakers, and 2 teachers participated in this study. Communication sheets were developed to facilitate appropriate evaluation and communication among the participants. The sheets were implemented after each class as an intervention. Participants' answers to questions on the sheets, as well as the in-class behavior of the notetakers and the teachers, improved as a result of the intervention. The results indicate that the support procedure was effective in facilitating interaction among the participants, which, in turn, affected notetaking positively.
