Before 1960, sign language was not recognized as a legitimate language. It was not allowed in schools, and students were often punished with slaps from rulers or had their hands tied together for using it. This lack of communication led many Deaf children to be sent to regional schools where they were housed with severely developmentally disabled students.

However, in 1960, American Sign Language (ASL) gained recognition as a language, starting to break down barriers for Deaf people. Despite this progress, many challenges remained, and numerous heroes emerged to help dismantle these walls.

One of those heroes is Dr. Carolyn Roberts, currently residing in Santa Barbara.

Carolyn was initially hired in Texas to teach music. During this time, regional schools were being shut down, and Deaf students were being integrated into public schools. Carolyn noticed that upon their arrival, the Deaf students exhibited behaviors similar to those of severely developmentally disabled students. However, within a few weeks of interacting with typically developing students, the Deaf students began to display age/developmentally appropriate behaviors.

While supervising students one day, Carolyn noticed the Deaf students sitting apart from their hearing peers, both groups looking longingly at each other, wanting to interact but hindered by the language barrier. She recalled, "It broke my heart, and I was determined to do something about that."

To bridge this gap, Carolyn started a sign language choir, inviting two children from each classroom. These children were tasked with teaching sign language to their classmates, with the hope of fostering integration during lunch, recess, and other group activities. To gain administrative approval, she framed it as a reverse mainstreaming model—bringing hearing students into the Deaf world. This initiative was aimed at ensuring Deaf students could communicate with their peers throughout their education.

Remarkably, Carolyn had no formal training in sign language. When Deaf Education teachers offered their aides as interpreters, she declined, insisting on learning sign language herself through immersion, with the aides teaching her.

The first sign of positive change came when another teacher asked Carolyn to interpret a playground dispute between a Deaf and a hearing student. The hearing student claimed the Deaf girl had called her ugly. Carolyn, doubting the hearing student knew sign language, asked her to demonstrate the sign. To her surprise, the hearing student signed it perfectly. The Deaf student confirmed the accusation, and though Carolyn had to maintain a stern demeanor, she was inwardly thrilled. It meant sign language was spreading among the students.

The sign language choir gained popularity, performing at community events and even at the Texas Music Educators convention in San Antonio. This exposure raised awareness of Deaf culture and broadened the students' experiences. Carolyn was moved by their excitement and their eagerness to share their adventures with her, making her feel valued and connected.

The following year, the principal reported a heartwarming scene on the first day of school. As the Deaf students got off the bus, their hearing peers from the choir rushed to greet them, hands flying in sign language. "It worked, Carolyn," the principal said. "These students have a group of peers who communicate easily with them."

Carolyn's hope had become a reality. While she aimed to alleviate the isolation of Deaf students, they, in turn, enriched her life. They showed her that understanding another's experience can reveal small yet significant ways to make them feel important and valued.

Carolyn never stopped working to change the world. When she retired and moved to Santa Barbara, she led the effort to bring American sign language classes to Trinity Church.