Senses, specifically sight and hearing, are the mechanisms through which we access and navigate our everyday lives, and use of language is the cornerstone of how we connect. For students who are deaf or hard of hearing, barriers to access and inability to effectively use language within an environment can have significant impacts. Accessibility fluctuates constantly -- environments change, communication partners change, and topics change. While it may be easy to navigate one environment or topic, a change in the setting, conversation, or communication partner can drastically impact a student's ability to receive, understand, and appropriately respond. Educators, according to the author, often separate language learning into two domains: Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Learning Proficiency (CALP). BICS refers to everyday language that people use with each other. CALP is more complex language often used in academic settings. BICS serves students socially; CALP serves students academically. While each deaf or hard of hearing student is unique, the single most important consideration for all deaf and hard of hearing students is access. Students need access to the language-rich environments that surround them, especially at an early age. During the first years of life, the brain is constantly building new neurological pathways and strengthening existing pathways. Access determines whether these years are a catalyst to creating a solid foundation of language or a barrier for the rest of the child's life. Educators, the author states, want to ensure students are immersed in a language-rich environment throughout the school day.