cochlear implants or hearing aids later on. This strategy ensures maximum possible language exposure for the children and mitigates the risk of language deprivation often entailed in waiting to see if cochlear implants will be successful for any given child. Grade school Unlimited language exposure includes having education options available in one's own language. Access to communication and language is vital for deaf students' success. To ensure deaf children are properly set up for future success in classrooms, early language exposure is essential. In a classroom, access to social and academic communication is equally as important for language and cognitive development. In the United States of America, the Americans with Disabilities Act (ADA) and the Individuals with Disabilities Education Act (IDEA) states that a public education should be provided to each child with a disability in the "least restrictive environment" for them. As a broad statement, this is up to interpretation. Often this means that children with hearing loss get access to public schools with an interpreter. The effectiveness of accommodating with sign language interpreters is dependent on the language status of the deaf and hard of hearing students. Deaf and hard of hearing students that are language deprived will not benefit as much from interpreters in the classroom as deaf and hard of hearing students who have little to no language deprivation would. Students whose only language partner is their interpreter will see far less linguistic benefit than those who have a plethora and variety of language partners in the classroom.Therefore, providing one sign language interpreter may not be enough of an accommodation to create an equitable educational classroom environment for deaf and hard of hearing students in mainstream classrooms. While schools in the United States that teach primarily in sing language are rare compared to mainstream public schools, each state typically has at least one Deaf school where Deaf children can attend and receive their education in sign language. A few examples are The Learning Center for the Deaf, the Maryland School for the Deaf, the Texas School for the Deaf, etc. Other deaf schools may teach in an oralist method, prohibiting signing and focusing only on speech, a total communication method, with a pidgin sign language accompanying a speaking teacher, also known as simultaneous communication, and a bilingual approach that includes both sign and speech, but in a separated way. LEAD-K LEAD-K stands for Language Equality and