Carter Hears, PO Box 1981, Fort Mill, SC (2026)

05/20/2026

𝙏𝙧𝙖𝙣𝙨𝙞𝙩𝙞𝙤𝙣 𝙥𝙡𝙖𝙣𝙣𝙞𝙣𝙜 𝙛𝙤𝙧 𝘿𝙃𝙃 𝙨𝙩𝙪𝙙𝙚𝙣𝙩𝙨 𝙗𝙚𝙣𝙚𝙛𝙞𝙩𝙨 𝙛𝙧𝙤𝙢 𝙖 𝙡𝙚𝙣𝙨 𝙩𝙝𝙖𝙩 𝙜𝙤𝙚𝙨 𝙗𝙚𝙮𝙤𝙣𝙙 𝙜𝙚𝙣𝙚𝙧𝙖𝙡 𝙨𝙥𝙚𝙘𝙞𝙖𝙡 𝙚𝙙𝙪𝙘𝙖𝙩𝙞𝙤𝙣 𝙛𝙧𝙖𝙢𝙚𝙬𝙤𝙧𝙠𝙨.

College and career readiness for a DHH student includes 𝘤𝘰𝘮𝘮𝘶𝘯𝘪𝘤𝘢𝘵𝘪𝘰𝘯 𝘢𝘤𝘤𝘦𝘴𝘴 𝘱𝘭𝘢𝘯𝘯𝘪𝘯𝘨 𝘪𝘯 𝘵𝘩𝘦 𝘯𝘦𝘹𝘵 𝘴𝘦𝘵𝘵𝘪𝘯𝘨.

Who coordinates interpreting services? What self-advocacy skills are needed? How do modalities translate into future environments?

𝗧𝗵𝗲𝘀𝗲 𝗮𝗿𝗲 𝗾𝘂𝗲𝘀𝘁𝗶𝗼𝗻𝘀 𝘁𝗵𝗮𝘁 𝗗𝗛𝗛-𝘀𝗽𝗲𝗰𝗶𝗳𝗶𝗰 𝗲𝘅𝗽𝗲𝗿𝘁𝗶𝘀𝗲 𝗵𝗲𝗹𝗽𝘀 𝗜𝗘𝗣 𝘁𝗲𝗮𝗺𝘀 𝗮𝗻𝘀𝘄𝗲𝗿 𝘄𝗲𝗹𝗹.

Carter Hears! Teachers of the Deaf bring that lens to transition conversations.

𝙏𝙧𝙖𝙣𝙨𝙞𝙩𝙞𝙤𝙣 𝙞𝙨 𝙤𝙣𝙚 𝙤𝙛 𝙩𝙝𝙚 𝙢𝙤𝙨𝙩 𝙢𝙚𝙖𝙣𝙞𝙣𝙜𝙛𝙪𝙡 𝙥𝙝𝙖𝙨𝙚𝙨 𝙞𝙣 𝙖 𝘿𝙃𝙃 𝙨𝙩𝙪𝙙𝙚𝙣𝙩'𝙨 𝙚𝙙𝙪𝙘𝙖𝙩𝙞𝙤𝙣.
Strong planning at this stage sets the foundation for what comes next.

𝗪𝗵𝗮𝘁 𝗮𝘀𝗽𝗲𝗰𝘁 𝗼𝗳 𝗗𝗛𝗛 𝘁𝗿𝗮𝗻𝘀𝗶𝘁𝗶𝗼𝗻 𝗽𝗹𝗮𝗻𝗻𝗶𝗻𝗴 𝗵𝗮𝘀 𝘆𝗼𝘂𝗿 𝘁𝗲𝗮𝗺 𝗳𝗼𝘂𝗻𝗱 𝗺𝗼𝘀𝘁 𝘃𝗮𝗹𝘂𝗮𝗯𝗹𝗲 𝘁𝗼 𝗮𝗱𝗱𝗿𝗲𝘀𝘀 𝗲𝗮𝗿𝗹𝘆?

05/19/2026

𝙀𝙭𝙩𝙚𝙣𝙙𝙚𝙙 𝙎𝙘𝙝𝙤𝙤𝙡 𝙔𝙚𝙖𝙧 (𝙀𝙎𝙔) 𝙨𝙚𝙧𝙫𝙞𝙘𝙚𝙨 𝙚𝙭𝙞𝙨𝙩 𝙗𝙚𝙘𝙖𝙪𝙨𝙚 𝙨𝙤𝙢𝙚 𝙨𝙩𝙪𝙙𝙚𝙣𝙩𝙨' 𝙥𝙧𝙤𝙜𝙧𝙚𝙨𝙨 𝙣𝙚𝙚𝙙𝙨 𝙘𝙤𝙣𝙩𝙞𝙣𝙪𝙞𝙩𝙮 𝙩𝙝𝙧𝙤𝙪𝙜𝙝 𝙩𝙝𝙚 𝙨𝙪𝙢𝙢𝙚𝙧 𝙢𝙤𝙣𝙩𝙝𝙨.

For DHH students, particularly those still strengthening their language foundations, 𝘵𝘩𝘢𝘵 𝘤𝘰𝘯𝘵𝘪𝘯𝘶𝘪𝘵𝘺 𝘤𝘢𝘯 𝘮𝘢𝘬𝘦 𝘢 𝘮𝘦𝘢𝘯𝘪𝘯𝘨𝘧𝘶𝘭 𝘥𝘪𝘧𝘧𝘦𝘳𝘦𝘯𝘤𝘦.

The question for IEP teams reviewing spring data: 𝘄𝗵𝗮𝘁 𝗱𝗼𝗲𝘀 𝘁𝗵𝗶𝘀 𝘀𝗽𝗲𝗰𝗶𝗳𝗶𝗰 𝘀𝘁𝘂𝗱𝗲𝗻𝘁 𝗻𝗲𝗲𝗱 𝘁𝗼 𝗺𝗮𝗶𝗻𝘁𝗮𝗶𝗻 𝘁𝗵𝗲𝗶𝗿 𝗹𝗮𝗻𝗴𝘂𝗮𝗴𝗲 𝗮𝗻𝗱 𝗮𝗰𝗮𝗱𝗲𝗺𝗶𝗰 𝗺𝗼𝗺𝗲𝗻𝘁𝘂𝗺 𝘁𝗵𝗿𝗼𝘂𝗴𝗵 𝘁𝗵𝗲 𝘀𝘂𝗺𝗺𝗲𝗿?

Carter Hears! works alongside districts in ESY planning to ensure DHH students with documented needs have thoughtful, appropriate continuity of language access.

𝙎𝙥𝙧𝙞𝙣𝙜 𝙞𝙨 𝙩𝙝𝙚 𝙧𝙞𝙜𝙝𝙩 𝙩𝙞𝙢𝙚 𝙩𝙤 𝙧𝙚𝙫𝙞𝙚𝙬 𝙩𝙝𝙖𝙩 𝙙𝙖𝙩𝙖 𝙖𝙣𝙙 𝙢𝙖𝙠𝙚 𝙩𝙝𝙤𝙨𝙚 𝙙𝙚𝙘𝙞𝙨𝙞𝙤𝙣𝙨, 𝙬𝙚𝙡𝙡 𝙗𝙚𝙛𝙤𝙧𝙚 𝙩𝙝𝙚 𝙨𝙘𝙝𝙤𝙤𝙡 𝙮𝙚𝙖𝙧 𝙘𝙡𝙤𝙨𝙚𝙨.

𝗜𝘀 𝗘𝗦𝗬 𝗽𝗹𝗮𝗻𝗻𝗶𝗻𝗴 𝗰𝘂𝗿𝗿𝗲𝗻𝘁𝗹𝘆 𝗽𝗮𝗿𝘁 𝗼𝗳 𝘆𝗼𝘂𝗿 𝘀𝗽𝗿𝗶𝗻𝗴 𝗗𝗛𝗛 𝗜𝗘𝗣 𝗿𝗲𝘃𝗶𝗲𝘄 𝗽𝗿𝗼𝗰𝗲𝘀𝘀?

05/18/2026

𝗦𝗲𝗿𝘃𝗶𝗻𝗴 𝗗𝗛𝗛 𝘀𝘁𝘂𝗱𝗲𝗻𝘁𝘀 𝗮𝗰𝗿𝗼𝘀𝘀 𝗿𝘂𝗿𝗮𝗹 𝘀𝗰𝗵𝗼𝗼𝗹 𝗰𝗼𝗺𝗺𝘂𝗻𝗶𝘁𝗶𝗲𝘀 𝗿𝗲𝗾𝘂𝗶𝗿𝗲𝘀 𝗮 𝗱𝗶𝗳𝗳𝗲𝗿𝗲𝗻𝘁 𝗸𝗶𝗻𝗱 𝗼𝗳 𝗽𝗹𝗮𝗻𝗻𝗶𝗻𝗴.

Carter Hears! has worked across 28 counties in North and South Carolina, 𝘪𝘯𝘤𝘭𝘶𝘥𝘪𝘯𝘨 𝘤𝘰𝘶𝘯𝘵𝘪𝘦𝘴 𝘸𝘩𝘦𝘳𝘦 𝘥𝘪𝘴𝘵𝘳𝘪𝘤𝘵𝘴 𝘢𝘳𝘦 𝘣𝘶𝘪𝘭𝘥𝘪𝘯𝘨 𝘋𝘏𝘏 𝘱𝘳𝘰𝘨𝘳𝘢𝘮𝘴 𝘧𝘰𝘳 𝘵𝘩𝘦 𝘧𝘪𝘳𝘴𝘵 𝘵𝘪𝘮𝘦.

𝙒𝙝𝙖𝙩 𝙬𝙚'𝙫𝙚 𝙡𝙚𝙖𝙧𝙣𝙚𝙙 𝙛𝙧𝙤𝙢 𝙩𝙝𝙤𝙨𝙚 𝙥𝙖𝙧𝙩𝙣𝙚𝙧𝙨𝙝𝙞𝙥𝙨:
Program design in rural settings works best when it starts from the student's needs - communication modality, language goals, and daily access requirements - 𝘢𝘯𝘥 𝘣𝘶𝘪𝘭𝘥𝘴 𝘰𝘶𝘵𝘸𝘢𝘳𝘥 𝘧𝘳𝘰𝘮 𝘵𝘩𝘦𝘳𝘦.

In rural areas where in-person interpreter placement may not always be feasible, 𝙫𝙞𝙧𝙩𝙪𝙖𝙡 𝙞𝙣𝙩𝙚𝙧𝙥𝙧𝙚𝙩𝙞𝙣𝙜 𝙘𝙖𝙣 𝙝𝙚𝙡𝙥 𝙢𝙖𝙞𝙣𝙩𝙖𝙞𝙣 𝙘𝙤𝙣𝙩𝙞𝙣𝙪𝙞𝙩𝙮 𝙤𝙛 𝙖𝙘𝙘𝙚𝙨𝙨 𝙛𝙤𝙧 𝘿𝙃𝙃 𝙨𝙩𝙪𝙙𝙚𝙣𝙩𝙨.

𝗖𝗼𝗼𝗿𝗱𝗶𝗻𝗮𝘁𝗶𝗼𝗻 𝘀𝘆𝘀𝘁𝗲𝗺𝘀 𝗺𝗮𝘁𝘁𝗲𝗿 𝗺𝗼𝗿𝗲 𝗶𝗻 𝗿𝘂𝗿𝗮𝗹 𝘀𝗲𝘁𝘁𝗶𝗻𝗴𝘀. When equipment, scheduling, and communication between school, family, and audiologist are tracked well, continuity is maintained even across distance.

𝘌𝘷𝘦𝘳𝘺 𝘋𝘏𝘏 𝘴𝘵𝘶𝘥𝘦𝘯𝘵, 𝘪𝘯 𝘢 𝘮𝘦𝘵𝘳𝘰 𝘥𝘪𝘴𝘵𝘳𝘪𝘤𝘵 𝘰𝘳 𝘢 𝘳𝘶𝘳𝘢𝘭 𝘰𝘯𝘦, 𝘥𝘦𝘴𝘦𝘳𝘷𝘦𝘴 𝘢 𝘱𝘳𝘰𝘨𝘳𝘢𝘮 𝘣𝘶𝘪𝘭𝘵 𝘢𝘳𝘰𝘶𝘯𝘥 𝘵𝘩𝘦𝘪𝘳 𝘯𝘦𝘦𝘥𝘴.

𝙃𝙤𝙬 𝙝𝙖𝙨 𝙮𝙤𝙪𝙧 𝙙𝙞𝙨𝙩𝙧𝙞𝙘𝙩 𝙖𝙙𝙖𝙥𝙩𝙚𝙙 𝘿𝙃𝙃 𝙨𝙚𝙧𝙫𝙞𝙘𝙚 𝙙𝙚𝙡𝙞𝙫𝙚𝙧𝙮 𝙖𝙘𝙧𝙤𝙨𝙨 𝙨𝙥𝙧𝙚𝙖𝙙-𝙤𝙪𝙩 𝙘𝙤𝙢𝙢𝙪𝙣𝙞𝙩𝙞𝙚𝙨?

05/16/2026

𝘿𝙃𝙃 𝙨𝙩𝙪𝙙𝙚𝙣𝙩𝙨 𝙩𝙝𝙧𝙞𝙫𝙚 𝙬𝙝𝙚𝙣 𝙩𝙝𝙚𝙮 𝙝𝙖𝙫𝙚 𝙡𝙖𝙣𝙜𝙪𝙖𝙜𝙚 𝙖𝙘𝙘𝙚𝙨𝙨 𝙖𝙣𝙙 𝙖 𝙨𝙚𝙣𝙨𝙚 𝙤𝙛 𝙗𝙚𝙡𝙤𝙣𝙜𝙞𝙣𝙜.

𝘉𝘰𝘵𝘩 𝘮𝘢𝘵𝘵𝘦𝘳. 𝗕𝗼𝘁𝗵 𝗮𝗿𝗲 𝗽𝗮𝗿𝘁 𝗼𝗳 𝘄𝗵𝗼𝗹𝗲-𝗰𝗵𝗶𝗹𝗱 𝘀𝘂𝗽𝗽𝗼𝗿𝘁.

Identity development for DHH students involves more than accommodation. It includes connection with peers who share their experience, adults in the building who understand their communication modality and can reflect it back with confidence, and opportunities to participate in school life beyond the academic day.

𝗜𝗻 𝟮𝟬𝟮𝟱, 𝘁𝗵𝗲 𝘀𝘁𝘂𝗱𝗲𝗻𝘁𝘀 𝗖𝗮𝗿𝘁𝗲𝗿 𝗛𝗲𝗮𝗿𝘀! 𝘄𝗼𝗿𝗸𝗲𝗱 𝘄𝗶𝘁𝗵 𝗽𝗮𝗿𝘁𝗶𝗰𝗶𝗽𝗮𝘁𝗲𝗱 𝗶𝗻 𝗺𝗼𝗿𝗲 𝘁𝗵𝗮𝗻 𝟱𝟲 𝗱𝗶𝗳𝗳𝗲𝗿𝗲𝗻𝘁 𝗲𝘅𝘁𝗿𝗮𝗰𝘂𝗿𝗿𝗶𝗰𝘂𝗹𝗮𝗿 𝗮𝗰𝘁𝗶𝘃𝗶𝘁𝗶𝗲𝘀. 𝘛𝘩𝘢𝘵 𝘯𝘶𝘮𝘣𝘦𝘳 𝘮𝘢𝘵𝘵𝘦𝘳𝘴.

A student who uses ASL, a student who uses Listening and Spoken Language, and a student who uses a combination of modalities all benefit from being seen as full members of their school community.

𝙉𝙤𝙩 𝙟𝙪𝙨𝙩 𝙖𝙨 𝙡𝙚𝙖𝙧𝙣𝙚𝙧𝙨 𝙬𝙝𝙤 𝙣𝙚𝙚𝙙 𝙖𝙘𝙘𝙚𝙨𝙨, 𝙗𝙪𝙩 𝙖𝙨 𝙮𝙤𝙪𝙣𝙜 𝙥𝙚𝙤𝙥𝙡𝙚 𝙬𝙝𝙤 𝙗𝙚𝙡𝙤𝙣𝙜.

Whole-child support includes academic progress, social-emotional growth, identity, functional skills, spiritual development and connection. Carter Hears! builds programs with all of these dimensions in mind.

www.carterhears.com/pulse-praise

𝙃𝙤𝙬 𝙙𝙤𝙚𝙨 𝙮𝙤𝙪𝙧 𝙨𝙘𝙝𝙤𝙤𝙡 𝙤𝙧 𝙙𝙞𝙨𝙩𝙧𝙞𝙘𝙩 𝙨𝙪𝙥𝙥𝙤𝙧𝙩 𝘿𝙃𝙃 𝙨𝙩𝙪𝙙𝙚𝙣𝙩 𝙞𝙙𝙚𝙣𝙩𝙞𝙩𝙮 𝙖𝙡𝙤𝙣𝙜𝙨𝙞𝙙𝙚 𝙖𝙘𝙖𝙙𝙚𝙢𝙞𝙘 𝙖𝙘𝙘𝙚𝙨𝙨?

05/15/2026

𝙇𝙖𝙣𝙜𝙪𝙖𝙜𝙚 𝙜𝙧𝙤𝙬𝙩𝙝 𝙝𝙖𝙥𝙥𝙚𝙣𝙨 𝙖𝙡𝙡 𝙙𝙖𝙮, 𝙣𝙤𝙩 𝙟𝙪𝙨𝙩 𝙙𝙪𝙧𝙞𝙣𝙜 𝙩𝙝𝙚 𝙨𝙘𝙝𝙤𝙤𝙡 𝙙𝙖𝙮.

For school-age DHH students, progress is built through consistent support that carries from the classroom to the home and everywhere in between.

It’s thoughtful IEP goals, 𝘀𝘁𝗿𝗼𝗻𝗴 𝗰𝗼𝗹𝗹𝗮𝗯𝗼𝗿𝗮𝘁𝗶𝗼𝗻 𝘄𝗶𝘁𝗵 𝗳𝗮𝗺𝗶𝗹𝗶𝗲𝘀, and proactive language support that strengthens vocabulary, literacy, and confidence over time.

What Carter Hears! has seen across district partnerships in North and South Carolina: 𝙩𝙝𝙚 𝙨𝙩𝙪𝙙𝙚𝙣𝙩𝙨 𝙬𝙝𝙤 𝙨𝙪𝙨𝙩𝙖𝙞𝙣 𝙩𝙝𝙚 𝙨𝙩𝙧𝙤𝙣𝙜𝙚𝙨𝙩 𝙡𝙖𝙣𝙜𝙪𝙖𝙜𝙚 𝙜𝙧𝙤𝙬𝙩𝙝 𝙤𝙫𝙚𝙧 𝙩𝙞𝙢𝙚 𝙖𝙧𝙚 𝙩𝙝𝙚 𝙤𝙣𝙚𝙨 𝙬𝙝𝙤𝙨𝙚 𝙨𝙪𝙥𝙥𝙤𝙧𝙩 𝙞𝙨 𝙘𝙤𝙣𝙨𝙞𝙨𝙩𝙚𝙣𝙩: 𝙞𝙣 𝙨𝙘𝙝𝙤𝙤𝙡, 𝙖𝙩 𝙝𝙤𝙢𝙚, 𝙖𝙣𝙙 𝙖𝙘𝙧𝙤𝙨𝙨 𝙩𝙝𝙚 𝙩𝙧𝙖𝙣𝙨𝙞𝙩𝙞𝙤𝙣𝙨 𝙗𝙚𝙩𝙬𝙚𝙚𝙣 𝙗𝙤𝙩𝙝.

𝘛𝘩𝘢𝘵 𝘤𝘰𝘯𝘴𝘪𝘴𝘵𝘦𝘯𝘤𝘺 𝘥𝘰𝘦𝘴𝘯'𝘵 𝘩𝘢𝘱𝘱𝘦𝘯 𝘣𝘺 𝘢𝘤𝘤𝘪𝘥𝘦𝘯𝘵. It requires intentional IEP design, strong family communication, and a team that sees language development as spanning every environment — not just the classroom.

Carter Hears! works alongside district teams to design that kind of sustained, whole-child support so language growth doesn’t end when the bell rings.

𝙒𝙝𝙖𝙩'𝙨 𝙤𝙣𝙚 𝙩𝙝𝙞𝙣𝙜 𝙮𝙤𝙪𝙧 𝙙𝙞𝙨𝙩𝙧𝙞𝙘𝙩 𝙝𝙖𝙨 𝙛𝙤𝙪𝙣𝙙 𝙢𝙤𝙨𝙩 𝙚𝙛𝙛𝙚𝙘𝙩𝙞𝙫𝙚 𝙞𝙣 𝙨𝙪𝙥𝙥𝙤𝙧𝙩𝙞𝙣𝙜 𝘿𝙃𝙃 𝙡𝙖𝙣𝙜𝙪𝙖𝙜𝙚 𝙙𝙚𝙫𝙚𝙡𝙤𝙥𝙢𝙚𝙣𝙩 𝙗𝙚𝙮𝙤𝙣𝙙 𝙨𝙘𝙝𝙤𝙤𝙡 𝙝𝙤𝙪𝙧𝙨?

05/14/2026

𝟵 𝗼𝗳 𝟮𝟴 𝗰𝗼𝘂𝗻𝘁𝗶𝗲𝘀. 𝟯𝟮% 𝗶𝗺𝗽𝗹𝗲𝗺𝗲𝗻𝘁𝗮𝘁𝗶𝗼𝗻. 𝗢𝗻𝗲 𝘆𝗲𝗮𝗿 𝗼𝗳 𝗤𝘂𝗶𝗹𝗹 𝗠𝗼𝗱𝗲𝗹 𝗴𝗿𝗼𝘄𝘁𝗵.

Quill Model - the professional development and training sister company to Carter Hears!, reached full implementation in nearly a third of the counties served in 2025.

While Carter Hears! works in schools delivering direct services, 𝙌𝙪𝙞𝙡𝙡 𝙈𝙤𝙙𝙚𝙡 𝙬𝙤𝙧𝙠𝙨 𝙖𝙡𝙤𝙣𝙜𝙨𝙞𝙙𝙚 𝙙𝙞𝙨𝙩𝙧𝙞𝙘𝙩 𝙩𝙚𝙖𝙢𝙨 𝙩𝙤 𝙗𝙪𝙞𝙡𝙙 𝙘𝙖𝙥𝙖𝙘𝙞𝙩𝙮 through tailored workshops and professional development.

𝗪𝗵𝗲𝗻 𝗮 𝗱𝗶𝘀𝘁𝗿𝗶𝗰𝘁 𝗽𝗮𝗿𝘁𝗻𝗲𝗿𝘀 𝘄𝗶𝘁𝗵 𝗯𝗼𝘁𝗵, 𝘁𝗵𝗲 𝗶𝗺𝗽𝗮𝗰𝘁 𝗰𝗼𝗺𝗽𝗼𝘂𝗻𝗱𝘀:
Carter Hears! is in the building providing direct DHH services, and Quill Model is strengthening the district team's ability to serve DHH students long term.

𝘛𝘩𝘢𝘵 𝘤𝘰𝘮𝘣𝘪𝘯𝘢𝘵𝘪𝘰𝘯: 𝘥𝘪𝘳𝘦𝘤𝘵 𝘴𝘦𝘳𝘷𝘪𝘤𝘦𝘴 𝘢𝘯𝘥 𝘤𝘢𝘱𝘢𝘤𝘪𝘵𝘺 𝘣𝘶𝘪𝘭𝘥𝘪𝘯𝘨, 𝘪𝘴 𝘸𝘩𝘢𝘵 𝘴𝘶𝘴𝘵𝘢𝘪𝘯𝘢𝘣𝘭𝘦 𝘋𝘏𝘏 𝘱𝘳𝘰𝘨𝘳𝘢𝘮𝘮𝘪𝘯𝘨 𝘭𝘰𝘰𝘬𝘴 𝘭𝘪𝘬𝘦.

The 2025 data on Quill Model's expansion is in the Pulse Report.

📔 www.carterhears.com/pulse-praise

05/13/2026

When a district is ready to build a DHH program with real structure, 𝘁𝗵𝗲 𝗳𝗶𝗿𝘀𝘁 𝗰𝗼𝗻𝘃𝗲𝗿𝘀𝗮𝘁𝗶𝗼𝗻𝘀 𝗮𝗿𝗲𝗻'𝘁 𝗮𝗯𝗼𝘂𝘁 𝘀𝘁𝗮𝗳𝗳𝗶𝗻𝗴 𝗼𝗿 𝗯𝘂𝗱𝗴𝗲𝘁.
𝘛𝘩𝘦𝘺'𝘳𝘦 𝘢𝘣𝘰𝘶𝘵 𝘴𝘵𝘶𝘥𝘦𝘯𝘵𝘴.

Carter Hears! starts every new district partnership by mapping four things:

𝗪𝗵𝗼 𝗮𝗿𝗲 𝘁𝗵𝗲 𝘀𝘁𝘂𝗱𝗲𝗻𝘁𝘀? What combination of modalities do they use, ASL, Listening and Spoken Language, or a combination of modalities?

𝗪𝗵𝗮𝘁 𝘀𝗲𝗿𝘃𝗶𝗰𝗲𝘀 𝗮𝗿𝗲 𝗻𝗲𝗲𝗱𝗲𝗱, 𝗮𝗻𝗱 𝘄𝗵𝗼 𝗶𝘀 𝗮𝗽𝗽𝗿𝗼𝗽𝗿𝗶𝗮𝘁𝗲𝗹𝘆 𝗾𝘂𝗮𝗹𝗶𝗳𝗶𝗲𝗱 𝘁𝗼 𝗽𝗿𝗼𝘃𝗶𝗱𝗲 𝘁𝗵𝗲𝗺?

𝗛𝗼𝘄 𝘄𝗶𝗹𝗹 𝗲𝗾𝘂𝗶𝗽𝗺𝗲𝗻𝘁 𝗯𝗲 𝘁𝗿𝗮𝗰𝗸𝗲𝗱, 𝗺𝗮𝗶𝗻𝘁𝗮𝗶𝗻𝗲𝗱, 𝗮𝗻𝗱 𝗰𝗼𝗼𝗿𝗱𝗶𝗻𝗮𝘁𝗲𝗱 𝘁𝗵𝗿𝗼𝘂𝗴𝗵𝗼𝘂𝘁 𝘁𝗵𝗲 𝘆𝗲𝗮𝗿?

𝗪𝗵𝗮𝘁 𝗱𝗼𝗲𝘀 𝗺𝗲𝗮𝗻𝗶𝗻𝗴𝗳𝘂𝗹 𝗽𝗿𝗼𝗴𝗿𝗲𝘀𝘀 𝗹𝗼𝗼𝗸 𝗹𝗶𝗸𝗲 𝗮𝗻𝗱 𝗵𝗼𝘄 𝘄𝗶𝗹𝗹 𝗶𝘁 𝗯𝗲 𝗺𝗲𝗮𝘀𝘂𝗿𝗲𝗱?

When a program is built on those four foundations, it has a structure families can trust. Staff who know their role. 𝘚𝘵𝘶𝘥𝘦𝘯𝘵𝘴 𝘸𝘩𝘰 𝘧𝘦𝘦𝘭 𝘵𝘩𝘦 𝘪𝘯𝘷𝘦𝘴𝘵𝘮𝘦𝘯𝘵 𝘩𝘢𝘴 𝘣𝘦𝘦𝘯 𝘮𝘢𝘥𝘦 𝘰𝘯 𝘵𝘩𝘦𝘪𝘳 𝘣𝘦𝘩𝘢𝘭𝘧.

𝗧𝗵𝗮𝘁'𝘀 𝘄𝗵𝗮𝘁 𝗶𝗻𝘁𝗲𝗻𝘁𝗶𝗼𝗻𝗮𝗹 𝗗𝗛𝗛 𝗽𝗿𝗼𝗴𝗿𝗮𝗺 𝗱𝗲𝘀𝗶𝗴𝗻 𝗹𝗼𝗼𝗸𝘀 𝗹𝗶𝗸𝗲, and it's what Carter Hears! brings to every district partnership.

𝙒𝙝𝙖𝙩'𝙨 𝙗𝙚𝙚𝙣 𝙩𝙝𝙚 𝙢𝙤𝙨𝙩 𝙫𝙖𝙡𝙪𝙖𝙗𝙡𝙚 𝙛𝙞𝙧𝙨𝙩 𝙨𝙩𝙚𝙥 𝙞𝙣 𝘿𝙃𝙃 𝙥𝙧𝙤𝙜𝙧𝙖𝙢 𝙥𝙡𝙖𝙣𝙣𝙞𝙣𝙜 𝙖𝙩 𝙮𝙤𝙪𝙧 𝙙𝙞𝙨𝙩𝙧𝙞𝙘𝙩?

05/12/2026

Most classroom setup advice is designed for hearing students. 𝘼 𝙛𝙚𝙬 𝙨𝙥𝙚𝙘𝙞𝙛𝙞𝙘 𝙖𝙙𝙟𝙪𝙨𝙩𝙢𝙚𝙣𝙩𝙨 𝙘𝙖𝙣 𝙢𝙖𝙠𝙚 𝙖 𝙢𝙚𝙖𝙣𝙞𝙣𝙜𝙛𝙪𝙡 𝙙𝙞𝙛𝙛𝙚𝙧𝙚𝙣𝙘𝙚 𝙛𝙤𝙧 𝘿𝙃𝙃 𝙡𝙚𝙖𝙧𝙣𝙚𝙧𝙨.

𝗦𝘄𝗶𝗽𝗲 𝘁𝗵𝗿𝗼𝘂𝗴𝗵 for practical environment tips any classroom teacher can use.

If your team could use DHH training tailored to your schools, that is something 𝗖𝗮𝗿𝘁𝗲𝗿 𝗛𝗲𝗮𝗿𝘀! sister company Quill Model can support.

𝗪𝗵𝗮𝘁 𝗰𝗹𝗮𝘀𝘀𝗿𝗼𝗼𝗺 𝗮𝗱𝗷𝘂𝘀𝘁𝗺𝗲𝗻𝘁 𝗵𝗮𝘀 𝗺𝗮𝗱𝗲 𝘁𝗵𝗲 𝗯𝗶𝗴𝗴𝗲𝘀𝘁 𝗱𝗶𝗳𝗳𝗲𝗿𝗲𝗻𝗰𝗲 𝗶𝗻 𝘆𝗼𝘂𝗿 𝘀𝗰𝗵𝗼𝗼𝗹𝘀?

05/11/2026

𝗪𝗲’𝗿𝗲 𝘀𝗼 𝗴𝗿𝗮𝘁𝗲𝗳𝘂𝗹 𝘁𝗼 UNC Greensboro 𝗮𝗻𝗱 𝗝𝗮𝗻𝗮 𝗪𝗶𝗹𝗵𝗲𝗹𝗺 𝗳𝗼𝗿 𝘁𝗵𝗲 𝗼𝗽𝗽𝗼𝗿𝘁𝘂𝗻𝗶𝘁𝘆 𝘁𝗼 𝗰𝗼𝗻𝗻𝗲𝗰𝘁 𝘄𝗶𝘁𝗵 𝘆𝗼𝘂𝗿 𝘀𝘁𝘂𝗱𝗲𝗻𝘁𝘀 𝗮𝗻𝗱 𝘀𝗵𝗮𝗿𝗲 𝗮𝗹𝗼𝗻𝗴𝘀𝗶𝗱𝗲 𝗖𝗮𝗿𝘁𝗲𝗿 𝗛𝗲𝗮𝗿𝘀! 𝘀𝗽𝗲𝗮𝗸𝗲𝗿𝘀 𝗠𝗮𝗿𝗶𝗮𝗻𝗻 𝗖𝗵𝗿𝗶𝘀𝘁𝗺𝗮𝗻 𝗮𝗻𝗱 𝗧𝗿𝗶𝘀𝗵𝗮 𝗭𝘆𝗿𝗼𝘄𝘀𝗸𝗶.

𝘐𝘵 𝘪𝘴 𝘢𝘭𝘸𝘢𝘺𝘴 𝘮𝘦𝘢𝘯𝘪𝘯𝘨𝘧𝘶𝘭 𝘵𝘰 𝘤𝘰𝘯𝘵𝘪𝘯𝘶𝘦 𝘳𝘦𝘭𝘢𝘵𝘪𝘰𝘯𝘴𝘩𝘪𝘱𝘴 𝘸𝘪𝘵𝘩 𝘱𝘳𝘰𝘧𝘦𝘴𝘴𝘪𝘰𝘯𝘢𝘭𝘴 we have connected with through opportunities like the Language First Conference and to 𝙗𝙧𝙞𝙣𝙜 𝙩𝙝𝙤𝙨𝙚 𝙘𝙤𝙣𝙣𝙚𝙘𝙩𝙞𝙤𝙣𝙨 𝙞𝙣𝙩𝙤 𝙘𝙤𝙣𝙫𝙚𝙧𝙨𝙖𝙩𝙞𝙤𝙣𝙨 that 𝙨𝙪𝙥𝙥𝙤𝙧𝙩 𝙩𝙝𝙚 𝙣𝙚𝙭𝙩 𝙜𝙚𝙣𝙚𝙧𝙖𝙩𝙞𝙤𝙣 𝙤𝙛 𝘿𝙚𝙖𝙛 𝙀𝙙𝙪𝙘𝙖𝙩𝙞𝙤𝙣 𝙥𝙧𝙤𝙛𝙚𝙨𝙨𝙞𝙤𝙣𝙖𝙡𝙨.

We loved the opportunity to speak with students about Deaf Education, elevate best practices, and share insights that can help strengthen their work as they prepare to enter the field. We look forward to future opportunities to collaborate and always welcome invitations to guest lecture with universities and training programs passionate about advancing student access and outcomes.

05/11/2026

For many school board members, Deaf and Hard of Hearing (DHH) programming may be less familiar than other areas of education.

They regularly make decisions around class sizes, academic performance, and facilities. 𝘿𝙃𝙃 𝙨𝙚𝙧𝙫𝙞𝙘𝙚𝙨, 𝙝𝙤𝙬𝙚𝙫𝙚𝙧, 𝙘𝙖𝙣 𝙧𝙚𝙦𝙪𝙞𝙧𝙚 𝙖𝙙𝙙𝙞𝙩𝙞𝙤𝙣𝙖𝙡 𝙘𝙤𝙣𝙩𝙚𝙭𝙩.

Administrators who effectively advocate for DHH supports often center the conversation around three key areas:

➡️ 𝗦𝘁𝘂𝗱𝗲𝗻𝘁 𝗼𝘂𝘁𝗰𝗼𝗺𝗲𝘀
Clear data points demonstrate how services are directly impacting growth and access.

➡️ 𝗖𝗼𝗺𝗽𝗹𝗶𝗮𝗻𝗰𝗲 𝗮𝗻𝗱 𝗿𝗶𝘀𝗸 𝗺𝗮𝗻𝗮𝗴𝗲𝗺𝗲𝗻𝘁
DHH services are supported under federal laws like IDEA and Section 504.

➡️ 𝗦𝘂𝘀𝘁𝗮𝗶𝗻𝗮𝗯𝗹𝗲 𝗿𝗲𝘀𝗼𝘂𝗿𝗰𝗲 𝗽𝗹𝗮𝗻𝗻𝗶𝗻𝗴
Flexible service models can provide districts with access to expertise while allowing for adaptability.

𝙒𝙝𝙚𝙣 𝙩𝙝𝙚𝙨𝙚 𝙘𝙤𝙣𝙫𝙚𝙧𝙨𝙖𝙩𝙞𝙤𝙣𝙨 𝙖𝙧𝙚 𝙜𝙧𝙤𝙪𝙣𝙙𝙚𝙙 𝙞𝙣 𝙤𝙪𝙩𝙘𝙤𝙢𝙚𝙨, 𝙧𝙚𝙨𝙥𝙤𝙣𝙨𝙞𝙗𝙞𝙡𝙞𝙩𝙮, 𝙖𝙣𝙙 𝙩𝙝𝙤𝙪𝙜𝙝𝙩𝙛𝙪𝙡 𝙥𝙡𝙖𝙣𝙣𝙞𝙣𝙜, 𝙞𝙩 𝙗𝙚𝙘𝙤𝙢𝙚𝙨 𝙚𝙖𝙨𝙞𝙚𝙧 𝙩𝙤 𝙖𝙡𝙞𝙜𝙣.

𝗖𝗮𝗿𝘁𝗲𝗿 𝗛𝗲𝗮𝗿𝘀! partners with administrators to help build both the data and the narrative needed.

𝙃𝙤𝙬 𝙙𝙤𝙚𝙨 𝙮𝙤𝙪𝙧 𝙙𝙞𝙨𝙩𝙧𝙞𝙘𝙩 𝙖𝙥𝙥𝙧𝙤𝙖𝙘𝙝 𝙘𝙤𝙣𝙫𝙚𝙧𝙨𝙖𝙩𝙞𝙤𝙣𝙨 𝙖𝙗𝙤𝙪𝙩 𝘿𝙃𝙃 𝙨𝙚𝙧𝙫𝙞𝙘𝙚𝙨 𝙬𝙞𝙩𝙝 𝙮𝙤𝙪𝙧 𝙗𝙤𝙖𝙧𝙙?

05/10/2026

We hear the same thing from professionals who join our team.
"𝙄 𝙛𝙞𝙣𝙖𝙡𝙡𝙮 𝙛𝙚𝙚𝙡 𝙨𝙪𝙥𝙥𝙤𝙧𝙩𝙚𝙙."
“𝙄 𝙝𝙖𝙫𝙚 𝙡𝙚𝙫𝙚𝙡𝙚𝙙 𝙪𝙥 𝙖𝙨 𝙖 𝘿𝙃𝙃 𝙥𝙧𝙤𝙛𝙚𝙨𝙨𝙞𝙤𝙣𝙖𝙡.”

DHH professionals often work in districts where they are the only specialists. 𝘛𝘩𝘢𝘵 𝘪𝘴𝘰𝘭𝘢𝘵𝘪𝘰𝘯 𝘸𝘦𝘢𝘳𝘴 𝘰𝘯 𝘱𝘦𝘰𝘱𝘭𝘦.

At Carter Hears!, our professionals are part of a collaborative team.

They have colleagues who understand the work. Leadership that listens. 𝗔𝗻𝗱 𝗮 𝗰𝘂𝗹𝘁𝘂𝗿𝗲 𝗯𝘂𝗶𝗹𝘁 𝗼𝗻 𝘁𝗿𝘂𝘀𝘁, 𝗶𝗻𝘁𝗲𝗴𝗿𝗶𝘁𝘆, 𝗮𝗻𝗱 𝗴𝗲𝗻𝘂𝗶𝗻𝗲 𝗰𝗮𝗿𝗲.

𝙃𝙚𝙧𝙚 𝙞𝙨 𝙬𝙝𝙖𝙩 𝙤𝙪𝙧 𝙩𝙚𝙖𝙢 𝙢𝙚𝙢𝙗𝙚𝙧𝙨 𝙚𝙭𝙥𝙚𝙧𝙞𝙚𝙣𝙘𝙚:
- Clear role definitions from day one.
- A collaborative team structure, not solo practice.
- Professional development and growth opportunities through our sister company Quill Model.
A culture rooted in Brene Brown's BRAVING framework.

We are growing across North Carolina and South Carolina.

𝙄𝙛 𝙮𝙤𝙪 𝙖𝙧𝙚 𝙖 𝘿𝙃𝙃 𝙥𝙧𝙤𝙛𝙚𝙨𝙨𝙞𝙤𝙣𝙖𝙡 𝙡𝙤𝙤𝙠𝙞𝙣𝙜 𝙛𝙤𝙧 𝙖 𝙩𝙚𝙖𝙢 𝙩𝙝𝙖𝙩 𝙫𝙖𝙡𝙪𝙚𝙨 𝙮𝙤𝙪𝙧 𝙚𝙭𝙥𝙚𝙧𝙩𝙞𝙨𝙚 𝙖𝙣𝙙 𝙞𝙣𝙫𝙚𝙨𝙩𝙨 𝙞𝙣 𝙮𝙤𝙪𝙧 𝙜𝙧𝙤𝙬𝙩𝙝, 𝙬𝙚 𝙬𝙤𝙪𝙡𝙙 𝙡𝙤𝙫𝙚 𝙩𝙤 𝙩𝙖𝙡𝙠.

Learn more and apply at www.carterhears.com/pulse-praise

Carter Hears

05/20/2026

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