Carter Hears

03/26/2026

Will we see you there? Knoxville… here we come!

We're so excited for the 2026 Language First Conference! Check out the fantastic exhibitors we'll have in Knoxville this year! Registration closes in two weeks, don't miss out!

https://language1st.org/events

03/26/2026

Check it out SC!

Save the date Lowcountry area! SCHV Family mingle Saturday, April 18 from 10am-12pm at Maritime Center. Register with code: 10R041826 at https://forms.gle/efZmHTB6k3u87LPW7

03/25/2026

𝗝𝗼𝗶𝗻 𝘂𝘀 𝗶𝗻 𝗰𝗲𝗹𝗲𝗯𝗿𝗮𝘁𝗶𝗻𝗴 𝟱𝟬 𝘆𝗲𝗮𝗿𝘀 𝗼𝗳 𝗗𝗲𝗮𝗳 𝗘𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻 𝗮𝘁 𝗨𝗡𝗖𝗚! 🎉

We’re excited to support this special event hosted by the University of North Carolina at Greensboro Deaf & Hearing College Connection as they 𝙧𝙖𝙞𝙨𝙚 𝙛𝙪𝙣𝙙𝙨 𝙛𝙤𝙧 𝘿𝙚𝙖𝙛 𝙁𝙞𝙚𝙡𝙙 𝘿𝙖𝙮 𝙖𝙣𝙙 𝙝𝙤𝙣𝙤𝙧 𝙛𝙞𝙫𝙚 𝙙𝙚𝙘𝙖𝙙𝙚𝙨 𝙤𝙛 𝙞𝙢𝙥𝙖𝙘𝙩 𝙞𝙣 𝘿𝙚𝙖𝙛 𝙚𝙙𝙪𝙘𝙖𝙩𝙞𝙤𝙣.

📅 April 10th at 7 PM
📍 School of Education Building, Greensboro, NC
🎟 $10 entry

Expect an evening of presentation, food, drinks, and fellowship, all for a great cause!

At Carter Hears! and Quill Model, we’re proud to support Deaf and Hard of Hearing students, families, and educators through direct services, training, and language development resources.

𝗟𝗲𝘁’𝘀 𝗰𝗲𝗹𝗲𝗯𝗿𝗮𝘁𝗲, 𝗰𝗼𝗻𝗻𝗲𝗰𝘁, 𝗮𝗻𝗱 𝗰𝗼𝗻𝘁𝗶𝗻𝘂𝗲 𝗯𝘂𝗶𝗹𝗱𝗶𝗻𝗴 𝘀𝘁𝗿𝗼𝗻𝗴 𝘀𝘂𝗽𝗽𝗼𝗿𝘁 𝘀𝘆𝘀𝘁𝗲𝗺𝘀 𝗳𝗼𝗿 𝘁𝗵𝗲 𝗗𝗲𝗮𝗳 𝗰𝗼𝗺𝗺𝘂𝗻𝗶𝘁𝘆 💛

03/24/2026

𝗪𝗲’𝗿𝗲 𝗴𝗿𝗼𝘄𝗶𝗻𝗴, 𝗮𝗻𝗱 𝗹𝗼𝗼𝗸𝗶𝗻𝗴 𝗳𝗼𝗿 𝗽𝗮𝘀𝘀𝗶𝗼𝗻𝗮𝘁𝗲 𝗽𝗿𝗼𝗳𝗲𝘀𝘀𝗶𝗼𝗻𝗮𝗹𝘀 𝘁𝗼 𝗴𝗿𝗼𝘄 𝘄𝗶𝘁𝗵 𝘂𝘀. 🧡

Carter Hears! is 𝙝𝙞𝙧𝙞𝙣𝙜 𝙏𝙚𝙖𝙘𝙝𝙚𝙧𝙨 𝙤𝙛 𝙩𝙝𝙚 𝘿𝙚𝙖𝙛 𝙖𝙣𝙙 𝙀𝙙𝙪𝙘𝙖𝙩𝙞𝙤𝙣𝙖𝙡 𝙄𝙣𝙩𝙚𝙧𝙥𝙧𝙚𝙩𝙚𝙧𝙨 𝙖𝙘𝙧𝙤𝙨𝙨 𝙉𝙤𝙧𝙩𝙝 𝘾𝙖𝙧𝙤𝙡𝙞𝙣𝙖 𝙖𝙣𝙙 𝙎𝙤𝙪𝙩𝙝 𝘾𝙖𝙧𝙤𝙡𝙞𝙣𝙖. If you’re committed to supporting Deaf and Hard of Hearing students and want to be part of a team that leads with compassion, connection, and innovation, we want to hear from you.

At Carter Hears!, you’re not just filling a role; 𝘺𝘰𝘶’𝘳𝘦 𝘮𝘢𝘬𝘪𝘯𝘨 𝘢𝘯 𝘪𝘮𝘱𝘢𝘤𝘵, 𝘣𝘶𝘪𝘭𝘥𝘪𝘯𝘨 𝘮𝘦𝘢𝘯𝘪𝘯𝘨𝘧𝘶𝘭 𝘳𝘦𝘭𝘢𝘵𝘪𝘰𝘯𝘴𝘩𝘪𝘱𝘴, 𝘢𝘯𝘥 𝘩𝘦𝘭𝘱𝘪𝘯𝘨 𝘤𝘩𝘢𝘯𝘨𝘦 𝘵𝘩𝘦 𝘧𝘶𝘵𝘶𝘳𝘦 𝘰𝘧 𝘋𝘦𝘢𝘧 𝘦𝘥𝘶𝘤𝘢𝘵𝘪𝘰𝘯.

✨𝗣𝗼𝘀𝗶𝘁𝗶𝗼𝗻𝘀 𝗮𝘃𝗮𝗶𝗹𝗮𝗯𝗹𝗲 𝘀𝘁𝗮𝘁𝗲𝘄𝗶𝗱𝗲
✨ 𝗦𝘂𝗽𝗽𝗼𝗿𝘁𝗶𝘃𝗲, 𝗺𝗶𝘀𝘀𝗶𝗼𝗻-𝗱𝗿𝗶𝘃𝗲𝗻 𝘁𝗲𝗮𝗺
✨ 𝗢𝗽𝗽𝗼𝗿𝘁𝘂𝗻𝗶𝘁𝗶𝗲𝘀 𝘁𝗼 𝗺𝗮𝗸𝗲 𝗮 𝗿𝗲𝗮𝗹 𝗱𝗶𝗳𝗳𝗲𝗿𝗲𝗻𝗰𝗲

Ready to join us? Apply today or share with someone who should!

03/23/2026

𝗘𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻𝗮𝗹 𝗜𝗻𝘁𝗲𝗿𝗽𝗿𝗲𝘁𝗲𝗿𝘀: 𝙩𝙝𝙞𝙨 𝙞𝙨 𝙮𝙤𝙪𝙧 𝙢𝙤𝙢𝙚𝙣𝙩.

Your preparation matters. Your growth matters. And the work you do every day supports meaningful access for deaf and hard-of-hearing students.

𝗝𝗼𝗶𝗻 𝗖𝗮𝗿𝘁𝗲𝗿 𝗛𝗲𝗮𝗿𝘀! 𝗳𝗼𝗿 𝘁𝗵𝗲 𝗘𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻𝗮𝗹 𝗜𝗻𝘁𝗲𝗿𝗽𝗿𝗲𝘁𝗲𝗿 𝗣𝗲𝗿𝗳𝗼𝗿𝗺𝗮𝗻𝗰𝗲 𝗔𝘀𝘀𝗲𝘀𝘀𝗺𝗲𝗻𝘁 (𝗘𝗜𝗣𝗔) 𝗪𝗿𝗶𝘁𝘁𝗲𝗻 𝗧𝗲𝘀𝘁 and take the next step in your professional journey.

📍 Fort Mill, SC
📅 May 1, 2026
First Session: 8:00am – 12:00 pm
Second Session: 12:00 pm – 4:00 pm

𝘼𝙨 𝙞𝙣𝙩𝙚𝙧𝙥𝙧𝙚𝙩𝙚𝙧𝙨 𝙜𝙧𝙤𝙬, 𝙖𝙘𝙘𝙚𝙨𝙨 𝙜𝙧𝙤𝙬𝙨 𝙩𝙤𝙤.

03/22/2026

Hearing aid technology has improved dramatically. Cochlear implants are more advanced than ever. Remote interpreting platforms make some services possible across distances that used to be barriers.
𝗔𝗹𝗹 𝗼𝗳 𝘁𝗵𝗶𝘀 𝗶𝘀 𝗲𝘅𝘁𝗿𝗲𝗺𝗲𝗹𝘆 𝗽𝗼𝘀𝗶𝘁𝗶𝘃𝗲.

The challenge comes when the 𝘵𝘦𝘤𝘩𝘯𝘰𝘭𝘰𝘨𝘺 𝘪𝘴 𝘵𝘳𝘦𝘢𝘵𝘦𝘥 𝘢𝘴 𝘵𝘩𝘦 𝘴𝘰𝘭𝘶𝘵𝘪𝘰𝘯 𝘳𝘢𝘵𝘩𝘦𝘳 𝘵𝘩𝘢𝘯 𝘱𝘢𝘳𝘵 𝘰𝘧 𝘰𝘯𝘦.
• 𝗔 𝘀𝘁𝘂𝗱𝗲𝗻𝘁 𝘄𝗶𝘁𝗵 𝗻𝗲𝘄 𝗰𝗼𝗰𝗵𝗹𝗲𝗮𝗿 𝗶𝗺𝗽𝗹𝗮𝗻𝘁𝘀 𝗱𝗼𝗲𝘀𝗻'𝘁 𝗮𝘂𝘁𝗼𝗺𝗮𝘁𝗶𝗰𝗮𝗹𝗹𝘆 𝗱𝗲𝘃𝗲𝗹𝗼𝗽 𝘀𝗽𝗼𝗸𝗲𝗻 𝗹𝗮𝗻𝗴𝘂𝗮𝗴𝗲. The implant gives them access to sound. Building language from that sound takes time, targeted instruction, and consistent support across settings.
• 𝗔 𝘀𝘁𝘂𝗱𝗲𝗻𝘁 𝘄𝗶𝘁𝗵 𝗵𝗶𝗴𝗵-𝗾𝘂𝗮𝗹𝗶𝘁𝘆 𝗵𝗲𝗮𝗿𝗶𝗻𝗴 𝗮𝗶𝗱𝘀 𝗺𝗶𝗴𝗵𝘁 𝗱𝗼 𝘄𝗲𝗹𝗹 𝗶𝗻 𝗮 𝗾𝘂𝗶𝗲𝘁 𝗼𝗻𝗲-𝗼𝗻-𝗼𝗻𝗲 𝗰𝗼𝗻𝘃𝗲𝗿𝘀𝗮𝘁𝗶𝗼𝗻 𝗯𝘂𝘁 𝘀𝘁𝗿𝘂𝗴𝗴𝗹𝗲 𝘁𝗼 𝗳𝗼𝗹𝗹𝗼𝘄 𝗮 𝗰𝗹𝗮𝘀𝘀 𝗱𝗶𝘀𝗰𝘂𝘀𝘀𝗶𝗼𝗻 in a room with 25 other students, a buzzing projector, and hallway noise leaking in through the door.

𝘌𝘧𝘧𝘦𝘤𝘵𝘪𝘷𝘦 𝘋𝘏𝘏 𝘦𝘥𝘶𝘤𝘢𝘵𝘪𝘰𝘯 𝘱𝘢𝘪𝘳𝘴 𝘵𝘦𝘤𝘩𝘯𝘰𝘭𝘰𝘨𝘺 𝘸𝘪𝘵𝘩 𝘦𝘷𝘦𝘳𝘺𝘵𝘩𝘪𝘯𝘨 𝘦𝘭𝘴𝘦 𝘴𝘵𝘶𝘥𝘦𝘯𝘵𝘴 𝘯𝘦𝘦𝘥: trained professionals, language development support, equipment monitoring, family involvement, and social connection.

Technology is infrastructure. It's an important piece. But it's not a strategy by itself.

Carter Hears! works alongside district teams to 𝘀𝘂𝗽𝗽𝗼𝗿𝘁 𝗲𝗳𝗳𝗲𝗰𝘁𝗶𝘃𝗲 𝘁𝗲𝗰𝗵𝗻𝗼𝗹𝗼𝗴𝘆 𝗲𝗻𝗴𝗮𝗴𝗲𝗺𝗲𝗻𝘁 𝗮𝗻𝗱 𝘀𝗽𝗲𝗰𝗶𝗮𝗹𝗶𝘇𝗲𝗱 𝘀𝗲𝗿𝘃𝗶𝗰𝗲𝘀 𝗰𝗼𝗹𝗹𝗮𝗯𝗼𝗿𝗮𝘁𝗶𝗼𝗻, because meaningful outcomes happen when both are aligned.

𝙃𝙤𝙬 𝙙𝙤𝙚𝙨 𝙮𝙤𝙪𝙧 𝙙𝙞𝙨𝙩𝙧𝙞𝙘𝙩 𝙩𝙝𝙞𝙣𝙠 𝙖𝙗𝙤𝙪𝙩 𝙩𝙝𝙚 𝙧𝙚𝙡𝙖𝙩𝙞𝙤𝙣𝙨𝙝𝙞𝙥 𝙗𝙚𝙩𝙬𝙚𝙚𝙣 𝙩𝙚𝙘𝙝𝙣𝙤𝙡𝙤𝙜𝙮 𝙖𝙣𝙙 𝙨𝙚𝙧𝙫𝙞𝙘𝙚𝙨 𝙛𝙤𝙧 𝘿𝙃𝙃 𝙨𝙩𝙪𝙙𝙚𝙣𝙩𝙨?

03/20/2026

The IEP meeting is where most 𝗳𝗮𝗺𝗶𝗹𝗶𝗲𝘀 𝗮𝗻𝗱 𝘀𝗰𝗵𝗼𝗼𝗹 𝘁𝗲𝗮𝗺𝘀 𝗼𝗳𝗳𝗶𝗰𝗶𝗮𝗹𝗹𝘆 𝗰𝗼𝗻𝗻𝗲𝗰𝘁 around a DHH student's needs. But 𝗶𝗳 𝘁𝗵𝗮𝘁'𝘀 𝘁𝗵𝗲 𝗼𝗻𝗹𝘆 𝗽𝗹𝗮𝗰𝗲 the partnership happens, it's rarely enough.

𝙁𝙖𝙢𝙞𝙡𝙞𝙚𝙨 𝙤𝙛 𝘿𝙃𝙃 𝙨𝙩𝙪𝙙𝙚𝙣𝙩𝙨 𝙘𝙖𝙧𝙧𝙮 𝙖 𝙡𝙤𝙩 𝙤𝙛 𝙘𝙤𝙣𝙩𝙚𝙭𝙩 𝙩𝙝𝙖𝙩 𝙨𝙘𝙝𝙤𝙤𝙡 𝙩𝙚𝙖𝙢𝙨 𝙣𝙚𝙚𝙙. They know how their child communicates at home. They notice changes in behavior that might signal something isn't working at school. They understand their child's communication preferences in ways that take time for a new team to learn.

𝘞𝘩𝘦𝘯 𝘵𝘩𝘢𝘵 𝘪𝘯𝘧𝘰𝘳𝘮𝘢𝘵𝘪𝘰𝘯 𝘧𝘭𝘰𝘸𝘴 𝘪𝘯 𝘰𝘯𝘦 𝘥𝘪𝘳𝘦𝘤𝘵𝘪𝘰𝘯, 𝘰𝘳 𝘥𝘰𝘦𝘴𝘯'𝘵 𝘧𝘭𝘰𝘸 𝘢𝘵 𝘢𝘭𝘭, 𝘣𝘰𝘵𝘩 𝘴𝘪𝘥𝘦𝘴 𝘦𝘯𝘥 𝘶𝘱 𝘧𝘳𝘶𝘴𝘵𝘳𝘢𝘵𝘦𝘥.

𝗕𝘂𝗶𝗹𝗱𝗶𝗻𝗴 𝗮 𝗿𝗲𝗮𝗹 𝗽𝗮𝗿𝘁𝗻𝗲𝗿𝘀𝗵𝗶𝗽 𝘂𝘀𝘂𝗮𝗹𝗹𝘆 𝗰𝗼𝗺𝗲𝘀 𝗱𝗼𝘄𝗻 𝘁𝗼 𝗮 𝗳𝗲𝘄 𝗰𝗼𝗻𝘀𝗶𝘀𝘁𝗲𝗻𝘁 𝗽𝗿𝗮𝗰𝘁𝗶𝗰𝗲𝘀:
- 𝗥𝗲𝗴𝘂𝗹𝗮𝗿 𝗰𝗵𝗲𝗰𝗸-𝗶𝗻𝘀 𝗼𝘂𝘁𝘀𝗶𝗱𝗲 𝗼𝗳 𝗳𝗼𝗿𝗺𝗮𝗹 𝗺𝗲𝗲𝘁𝗶𝗻𝗴𝘀. A quick email or phone call to share how things are going, in both directions, builds trust over time.
- 𝗧𝗿𝗮𝗻𝘀𝗽𝗮𝗿𝗲𝗻𝗰𝘆 𝗮𝗯𝗼𝘂𝘁 𝘄𝗵𝗮𝘁'𝘀 𝘄𝗼𝗿𝗸𝗶𝗻𝗴 𝗮𝗻𝗱 𝘄𝗵𝗮𝘁'𝘀 𝗻𝗼𝘁. When school teams are honest about challenges, and families are honest about concerns, the conversation stays productive instead of turning adversarial.
- 𝗜𝗻𝗰𝗹𝘂𝗱𝗲 𝗳𝗮𝗺𝗶𝗹𝗶𝗲𝘀 𝗶𝗻 𝗱𝗲𝗰𝗶𝘀𝗶𝗼𝗻𝘀, not just notifying them of decisions already made. Communication modality choices, service changes, and transition planning all benefit from genuine family input.

𝙒𝙝𝙚𝙣 𝙛𝙖𝙢𝙞𝙡𝙞𝙚𝙨 𝙖𝙣𝙙 𝙨𝙘𝙝𝙤𝙤𝙡 𝙩𝙚𝙖𝙢𝙨 𝙤𝙥𝙚𝙧𝙖𝙩𝙚 𝙖𝙨 𝙖 𝙩𝙧𝙪𝙚 𝙩𝙚𝙖𝙢, 𝙤𝙪𝙩𝙘𝙤𝙢𝙚𝙨 𝙞𝙢𝙥𝙧𝙤𝙫𝙚 𝙛𝙤𝙧 𝙚𝙫𝙚𝙧𝙮𝙤𝙣𝙚. Students receive more consistent support, parents feel heard, and districts benefit from stronger collaboration.

Carter Hears! helps districts and teams build family engagement practices that go beyond the IEP table.

What does family partnership look like in your DHH program?

03/19/2026

✨ 𝗕𝗿𝗶𝗱𝗴𝗶𝗻𝗴 𝘁𝗵𝗲 𝗚𝗮𝗽 ✨

Communication is more than words; it’s connection, understanding, and belonging. This campaign highlights the everyday moments where Deaf and Hard of Hearing (DHH) students and hearing individuals come together through American Sign Language (ASL), building bridges of inclusion one interaction at a time.

👐 𝗪𝗼𝗿𝗱 𝗼𝗳 𝘁𝗵𝗲 𝗪𝗲𝗲𝗸: 𝗖𝗘𝗟𝗘𝗕𝗥𝗔𝗧𝗘

In this video, a student shares the ASL sign for connection with someone in their school community — without using their voice. Can they guess what it means? 👀

𝙒𝙖𝙩𝙘𝙝 𝙩𝙤 𝙨𝙚𝙚 𝙩𝙝𝙚 𝙢𝙤𝙢𝙚𝙣𝙩 𝙤𝙛 𝙙𝙞𝙨𝙘𝙤𝙫𝙚𝙧𝙮… 𝙖𝙣𝙙 𝙡𝙚𝙖𝙧𝙣 𝙩𝙝𝙚 𝙨𝙞𝙜𝙣 𝙬𝙞𝙩𝙝 𝙪𝙨!

💛 Every sign learned is a step toward inclusion.
💛 Every effort to communicate builds belonging.
👉 This week, we learned the sign for CELEBRATE. Try it yourself and share it with someone new!

03/18/2026

𝗣𝗹𝗮𝗻𝗻𝗶𝗻𝗴 𝗮𝗵𝗲𝗮𝗱 𝗳𝗼𝗿 𝘁𝗵𝗲 𝟮𝟲-𝟮𝟳 𝘀𝗰𝗵𝗼𝗼𝗹 𝘆𝗲𝗮𝗿? 𝙎𝙤 𝙖𝙧𝙚 𝙬𝙚.

Carter Hears! is now accepting applications for the 2026-2027 school year.

𝗪𝗲'𝗿𝗲 𝗹𝗼𝗼𝗸𝗶𝗻𝗴 𝗳𝗼𝗿:
- Teachers of the Deaf
- Educational Interpreters (EIPA 3.5+ or National Certification, and EIPA WT passed)
𝘼𝙘𝙧𝙤𝙨𝙨 𝙉𝙤𝙧𝙩𝙝 𝘾𝙖𝙧𝙤𝙡𝙞𝙣𝙖 𝙖𝙣𝙙 𝙎𝙤𝙪𝙩𝙝 𝘾𝙖𝙧𝙤𝙡𝙞𝙣𝙖.

If you've been thinking about a change, or if you're finishing a program and looking for your first school-based role, this is a good time to start the conversation.

𝗪𝗵𝗮𝘁 𝘆𝗼𝘂'𝗹𝗹 𝗳𝗶𝗻𝗱 𝗮𝘁 𝗖𝗮𝗿𝘁𝗲𝗿 𝗛𝗲𝗮𝗿𝘀!:
- 𝘈 𝘵𝘦𝘢𝘮 𝘵𝘩𝘢𝘵 𝘸𝘰𝘳𝘬𝘴 𝘵𝘰𝘨𝘦𝘵𝘩𝘦𝘳, 𝘯𝘰𝘵 𝘪𝘯 𝘪𝘴𝘰𝘭𝘢𝘵𝘪𝘰𝘯. Our Teachers of the Deaf, Interpreters, and Language Facilitators are part of a coordinated service model. You'll have colleagues who understand your work and support your growth.
- 𝘗𝘳𝘰𝘧𝘦𝘴𝘴𝘪𝘰𝘯𝘢𝘭 𝘥𝘦𝘷𝘦𝘭𝘰𝘱𝘮𝘦𝘯𝘵 𝘵𝘩𝘢𝘵'𝘴 𝘣𝘶𝘪𝘭𝘵 𝘪𝘯𝘵𝘰 𝘵𝘩𝘦 𝘳𝘰𝘭𝘦, not an afterthought.
- 𝘈 𝘤𝘶𝘭𝘵𝘶𝘳𝘦 𝘳𝘰𝘰𝘵𝘦𝘥 𝘪𝘯 𝘵𝘳𝘶𝘴𝘵, 𝘤𝘰𝘭𝘭𝘢𝘣𝘰𝘳𝘢𝘵𝘪𝘰𝘯, 𝘢𝘯𝘥 𝘨𝘦𝘯𝘶𝘪𝘯𝘦 𝘤𝘢𝘳𝘦 for the students and families we serve.

Interested in learning more about what it's like to work with us? Visit www.carterhears.com/pulse-praise

𝗦𝗵𝗮𝗿𝗲 𝘁𝗵𝗶𝘀 𝘄𝗶𝘁𝗵 𝘀𝗼𝗺𝗲𝗼𝗻𝗲 𝘄𝗵𝗼'𝘀 𝘁𝗵𝗶𝗻𝗸𝗶𝗻𝗴 𝗮𝗯𝗼𝘂𝘁 𝟮𝟲-𝟮𝟳.

03/18/2026

𝗠𝗲𝗮𝗻𝗶𝗻𝗴𝗳𝘂𝗹 𝗶𝗻𝗰𝗹𝘂𝘀𝗶𝗼𝗻 𝗿𝗲𝗾𝘂𝗶𝗿𝗲𝘀 𝗶𝗻𝘁𝗲𝗻𝘁𝗶𝗼𝗻𝗮𝗹 𝗽𝗹𝗮𝗻𝗻𝗶𝗻𝗴 𝗮𝗻𝗱 𝗼𝗻𝗴𝗼𝗶𝗻𝗴 𝘀𝘂𝗽𝗽𝗼𝗿𝘁.

The classroom environment should enable visual and auditory access.

Teachers and staff need to understand how hearing differences affect participation. There should be a 𝙘𝙤𝙢𝙢𝙪𝙣𝙞𝙘𝙖𝙩𝙞𝙤𝙣 𝙗𝙧𝙞𝙙𝙜𝙚 in place: whether an interpreter, language facilitator, or consultation with a Teacher of the Deaf, to support learning and connection throughout the day. 𝘚𝘰𝘤𝘪𝘢𝘭 𝘪𝘯𝘵𝘦𝘳𝘢𝘤𝘵𝘪𝘰𝘯 𝘢𝘯𝘥 𝘱𝘦𝘦𝘳 𝘦𝘯𝘨𝘢𝘨𝘦𝘮𝘦𝘯𝘵 𝘢𝘭𝘴𝘰 𝘯𝘦𝘦𝘥 𝘵𝘰 𝘣𝘦 𝘵𝘩𝘰𝘶𝘨𝘩𝘵𝘧𝘶𝘭𝘭𝘺 𝘴𝘶𝘱𝘱𝘰𝘳𝘵𝘦𝘥, 𝘯𝘰𝘵 𝘭𝘦𝘧𝘵 𝘵𝘰 𝘤𝘩𝘢𝘯𝘤𝘦.

Every DHH student’s communication needs are unique. Some use ASL, some rely on Listening and Spoken Language, and many use a combination of modalities.

𝗘𝗳𝗳𝗲𝗰𝘁𝗶𝘃𝗲 𝗶𝗻𝗰𝗹𝘂𝘀𝗶𝗼𝗻 𝗽𝗿𝗼𝘃𝗶𝗱𝗲𝘀 𝘁𝗵𝗲 𝘀𝘂𝗽𝗽𝗼𝗿𝘁𝘀 𝗲𝗮𝗰𝗵 𝘀𝘁𝘂𝗱𝗲𝗻𝘁 𝗻𝗲𝗲𝗱𝘀 to meaningfully participate, engage with peers, and access instruction, whatever their preferred mode of communication may be.

Carter Hears! providers support inclusive environments where 𝘿𝙃𝙃 𝙨𝙩𝙪𝙙𝙚𝙣𝙩𝙨 𝙖𝙧𝙚 𝙜𝙚𝙣𝙪𝙞𝙣𝙚𝙡𝙮 𝙥𝙖𝙧𝙩𝙞𝙘𝙞𝙥𝙖𝙩𝙞𝙣𝙜, not just physically present.

What does inclusion look like for DHH students in your schools?

03/12/2026

Transitions are hard for any student. 𝙁𝙤𝙧 𝘿𝙃𝙃 𝙨𝙩𝙪𝙙𝙚𝙣𝙩𝙨, 𝙩𝙝𝙚𝙮 𝙘𝙖𝙧𝙧𝙮 𝙚𝙭𝙩𝙧𝙖 𝙬𝙚𝙞𝙜𝙝𝙩.

A move from elementary to middle school might mean a new interpreter, a new building with different acoustics, a new set of teachers who have never worked with a DHH student before, and a social landscape that's completely unfamiliar.

𝙁𝙤𝙧 𝘿𝙃𝙃 𝙨𝙩𝙪𝙙𝙚𝙣𝙩𝙨, 𝙘𝙤𝙣𝙩𝙞𝙣𝙪𝙞𝙩𝙮 𝙢𝙖𝙩𝙩𝙚𝙧𝙨, and thoughtful planning helps protect the supports that are already working.

The student who was thriving in a small elementary school with a consistent team might suddenly be struggling in a larger middle school where nobody knows their communication preferences, their equipment needs, or even where to start.

Transition planning for DHH students works best when it starts 𝘄𝗲𝗹𝗹 𝗯𝗲𝗳𝗼𝗿𝗲 𝘁𝗵𝗲 𝗺𝗼𝘃𝗲 𝗮𝗰𝘁𝘂𝗮𝗹𝗹𝘆 𝗵𝗮𝗽𝗽𝗲𝗻𝘀. That means the receiving school has clear documentation. The new team understands the student's communication approach, whether that's ASL, Listening and Spoken Language, or a combination of modalities. Equipment is already set up and tested. And ideally, someone from the current team connects directly with someone at the new school.

At every stage, from preschool to kindergarten, elementary to middle, middle to high school, and high school to what comes next,𝘪𝘯𝘵𝘦𝘯𝘵𝘪𝘰𝘯𝘢𝘭 𝘱𝘭𝘢𝘯𝘯𝘪𝘯𝘨 𝘱𝘳𝘰𝘵𝘦𝘤𝘵𝘴 𝘵𝘩𝘦 𝘴𝘶𝘱𝘱𝘰𝘳𝘵𝘴 𝘴𝘵𝘶𝘥𝘦𝘯𝘵𝘴 𝘳𝘦𝘭𝘺 𝘰𝘯 𝘢𝘯𝘥 𝘱𝘳𝘦𝘴𝘦𝘳𝘷𝘦𝘴 𝘵𝘩𝘦 𝘱𝘳𝘰𝘨𝘳𝘦𝘴𝘴 𝘵𝘩𝘦𝘺’𝘷𝘦 𝘸𝘰𝘳𝘬𝘦𝘥 𝘩𝘢𝘳𝘥 𝘵𝘰 𝘣𝘶𝘪𝘭𝘥.

The goal is continuity. Not starting from zero every time a student walks into a new building.

Carter Hears! builds transition protocols into our service model so that 𝘄𝗵𝗲𝗻 𝘀𝘁𝘂𝗱𝗲𝗻𝘁𝘀 𝗺𝗼𝘃𝗲, 𝘁𝗵𝗲𝗶𝗿 𝘀𝘂𝗽𝗽𝗼𝗿𝘁 𝗺𝗼𝘃𝗲𝘀 𝘄𝗶𝘁𝗵 𝘁𝗵𝗲𝗺.

How does your district handle DHH student transitions right now?

03/11/2026

More DHH students are in general education classrooms than ever before.
𝙏𝙝𝙖𝙩'𝙨 𝙖 𝙜𝙤𝙤𝙙 𝙩𝙝𝙞𝙣𝙜. 𝙄𝙣𝙘𝙡𝙪𝙨𝙞𝙤𝙣 𝙢𝙖𝙩𝙩𝙚𝙧𝙨.

But here's what often gets missed in the process: 𝗺𝗼𝘀𝘁 𝗴𝗲𝗻𝗲𝗿𝗮𝗹 𝗲𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻 𝘁𝗲𝗮𝗰𝗵𝗲𝗿𝘀 𝗵𝗮𝘃𝗲 𝗻𝗲𝘃𝗲𝗿 𝗯𝗲𝗲𝗻 𝘁𝗿𝗮𝗶𝗻𝗲𝗱 𝗼𝗻 𝗵𝗼𝘄 𝗵𝗲𝗮𝗿𝗶𝗻𝗴 𝗹𝗼𝘀𝘀 𝗮𝗳𝗳𝗲𝗰𝘁𝘀 𝗹𝗲𝗮𝗿𝗻𝗶𝗻𝗴. They just haven't been given the tools.

This isn't a failure on anyone's part. 𝘐𝘵'𝘴 𝘢 𝘵𝘳𝘢𝘪𝘯𝘪𝘯𝘨 𝘨𝘢𝘱 𝘵𝘩𝘢𝘵 𝘮𝘰𝘴𝘵 𝘦𝘥𝘶𝘤𝘢𝘵𝘰𝘳 𝘱𝘳𝘦𝘱𝘢𝘳𝘢𝘵𝘪𝘰𝘯 𝘱𝘳𝘰𝘨𝘳𝘢𝘮𝘴 𝘥𝘰𝘯'𝘵 𝘢𝘥𝘥𝘳𝘦𝘴𝘴.

𝗔 𝗳𝗲𝘄 𝘁𝗵𝗶𝗻𝗴𝘀 𝘁𝗵𝗮𝘁 𝗰𝗮𝗻 𝗺𝗮𝗸𝗲 𝗮 𝗿𝗲𝗮𝗹 𝗱𝗶𝗳𝗳𝗲𝗿𝗲𝗻𝗰𝗲:
- 𝗨𝗻𝗱𝗲𝗿𝘀𝘁𝗮𝗻𝗱𝗶𝗻𝗴 𝘁𝗵𝗮𝘁 𝗵𝗲𝗮𝗿𝗶𝗻𝗴 𝘁𝗲𝗰𝗵𝗻𝗼𝗹𝗼𝗴𝘆 𝗵𝗲𝗹𝗽𝘀, 𝗯𝘂𝘁 𝗱𝗼𝗲𝘀𝗻'𝘁 𝗿𝗲𝘀𝘁𝗼𝗿𝗲 𝘁𝘆𝗽𝗶𝗰𝗮𝗹 𝗵𝗲𝗮𝗿𝗶𝗻𝗴.
- 𝗞𝗻𝗼𝘄𝗶𝗻𝗴 𝘄𝗵𝗲𝗿𝗲 𝘁𝗼 𝘀𝗲𝗮𝘁 𝗮 𝗗𝗛𝗛 𝘀𝘁𝘂𝗱𝗲𝗻𝘁 so they have clear sightlines to the teacher and visual materials.
- 𝗟𝗲𝗮𝗿𝗻𝗶𝗻𝗴 𝗵𝗼𝘄 𝘁𝗼 𝘄𝗼𝗿𝗸 𝗮𝗹𝗼𝗻𝗴𝘀𝗶𝗱𝗲 𝗮𝗻 𝗶𝗻𝘁𝗲𝗿𝗽𝗿𝗲𝘁𝗲𝗿 𝗼𝗿 𝗹𝗮𝗻𝗴𝘂𝗮𝗴𝗲 𝗳𝗮𝗰𝗶𝗹𝗶𝘁𝗮𝘁𝗼𝗿 so instruction flows naturally for everyone in the room.
- 𝗖𝗵𝗲𝗰𝗸𝗶𝗻𝗴 𝗶𝗻 𝘄𝗶𝘁𝗵 𝘁𝗵𝗲 𝘀𝘁𝘂𝗱𝗲𝗻𝘁 𝗱𝗶𝗿𝗲𝗰𝘁𝗹𝘆. Taking time to ask the student what is helping and what challenges remain can offer important feedback that helps refine and strengthen those supports.

𝙒𝙞𝙩𝙝 𝙜𝙧𝙚𝙖𝙩𝙚𝙧 𝙖𝙬𝙖𝙧𝙚𝙣𝙚𝙨𝙨 𝙤𝙛 𝙝𝙤𝙬 𝙝𝙚𝙖𝙧𝙞𝙣𝙜 𝙡𝙤𝙨𝙨 𝙨𝙝𝙤𝙬𝙨 𝙪𝙥 𝙞𝙣 𝙚𝙫𝙚𝙧𝙮𝙙𝙖𝙮 𝙘𝙡𝙖𝙨𝙨𝙧𝙤𝙤𝙢 𝙞𝙣𝙩𝙚𝙧𝙖𝙘𝙩𝙞𝙤𝙣𝙨, 𝙜𝙚𝙣𝙚𝙧𝙖𝙡 𝙚𝙙𝙪𝙘𝙖𝙩𝙞𝙤𝙣 𝙩𝙚𝙖𝙘𝙝𝙚𝙧𝙨 𝙘𝙖𝙣 𝙘𝙧𝙚𝙖𝙩𝙚 𝙤𝙥𝙥𝙤𝙧𝙩𝙪𝙣𝙞𝙩𝙞𝙚𝙨 𝙛𝙤𝙧 𝘿𝙃𝙃 𝙨𝙩𝙪𝙙𝙚𝙣𝙩𝙨 𝙩𝙤 𝙚𝙣𝙜𝙖𝙜𝙚, 𝙘𝙤𝙣𝙩𝙧𝙞𝙗𝙪𝙩𝙚, 𝙖𝙣𝙙 𝙨𝙩𝙖𝙮 𝙘𝙤𝙣𝙣𝙚𝙘𝙩𝙚𝙙 𝙬𝙞𝙩𝙝 𝙩𝙝𝙚𝙞𝙧 𝙥𝙚𝙚𝙧𝙨.

Carter Hears! sister company, Quill Model , works with districts to provide practical training for school teams, tailored to the specific students and settings in their buildings.

What kind of DHH training have your general education teachers received?