Supporting Children with Hearing Impairments

Oct 23, 2024

Lecture Notes on the Support for Children with Hearing Impairments

Key Participants

  • Paul: Parent of Libby
  • Suzanne: Paul’s partner, mother of Libby
  • Joanne: Specialist supporting Libby
  • Libby: The child being supported, has a hearing impairment
  • Other family members: Pip (sibling), Seb (sibling), Sue (potentially related to Paul)

Overview

  • The discussion centers around the support and strategies for helping Libby, a child with hearing impairment, to build confidence and communication skills in preparation for school.

Libby's Background

  • Age of Diagnosis: Libby's hearing impairment was diagnosed at three and a half years old.
  • Current Communication:
    • Primarily lip reading.
    • Sign Language: Not currently used, but Joanne suggests it for better communication.
    • Hearing Aid: Libby has a hearing aid that she does not wear.
    • Speech Development: Speech is not well developed.

Family Dynamics

  • Expectations: The family has low expectations but hopes for Libby to gain confidence.
  • Sibling Activities:
    • Pip has ballet at 5:30 PM.
    • Seb is preparing for GCSEs.
  • Parent Concerns:
    • Suzanne expresses guilt for not realizing Libby's hearing impairment earlier.
    • Concerns about finding the right educational support for Libby at school.

Joanne's Assessment Plan

  • Initial Focus: Combination of speech therapy and sign language to assess Libby's communication skills.
  • Interactive Activities: Joanne plans to use books and interactive methods to engage Libby.
  • Park Visits: Suggestion to take Libby to the park for more engagement.

Parent Concerns about Sign Language

  • School Support: Discussion on the importance of having an interpreter and extra support in school for Libby to thrive.
  • Debate on Methods:
    • Paul and Suzanne consider focusing on speech therapy over sign language.
    • Joanne emphasizes that supporting Libby's use of sign language is crucial.

Conclusion

  • Next Steps:
    • Joanne will return the next day with materials for Libby.
    • Ongoing discussions about communication methods and school support will continue among the family and Joanne.

Important Quotes

  • "You must understand, I'm Libby's mother, and I know what's best for her." - Suzanne
  • "Schools don't always understand deafness; you have to fight for the support sometimes." - Joanne

Other Notes

  • The family dynamics reveal stress due to scheduling conflicts and the pressure of managing multiple children's activities.
  • The conversation highlights concerns over how Libby's communication skills might affect her social interactions and future opportunities.