Child Support: Communication
The following information has been re-produced from the NDCS,( National Deaf Children's Society,) web site.
Developing good communication is vital to all children and their families. With good communication skills a child can influence and learn from others. This is necessary to develop emotional, personal and social skills. Deaf children are no different but sometimes the methods used to communicate are different.
This section aims to provide you with balanced information on the different communication options available to deaf children and their families. It also contains tips on how to communicate effectively with deaf children and young deaf people and the different types of communication support available.
Every family has different communication needs and what works for one family will not necessarily work for another. There is no such thing as a typical deaf child or a typical family of a deaf child. For this reason it can be helpful to gather as much information as possible before making any decisions about communication methods.
Communicating with your baby.
Communication between babies and their parents begins from birth. Babies want to communicate with you, and want you to communicate with them. This early communication is the starting point for learning language.
When your child is very young, communication happens when you are cuddling, caring for or playing with them. This can involve using words, sounds, gestures, touches, facial expressions, hugs and games - this is the same for deaf and hearing babies.
It is important that you communicate in a way that feels natural and comfortable for you.
Getting started
In the early weeks and months of your baby's life, you and your baby will make many discoveries about how to communicate. Your baby may:
respond to your facial expressions and voice;
kick and move their arms to show excitement; and
look into your eyes, respond to you and watch intently as your facial expressions change.
These are normal and enjoyable parts of being with your baby. They are also the start of learning to communicate with each other.
During the first seven to nine months of life, babies are learning how to pay attention to those around them and how to take part in social routines with others. This early development is a main building block for communication. Interaction we think of as ‘baby games’ is essential for getting communication started. Some tips that can help you to start communicating effectively with your baby are as follows.
Pay attention to your baby's mood. If your baby is unsettled and agitated, you can respond with a sympathetic face and soothing noises. If your baby is happy and giggly, you can encourage this by responding with an animated face, voice or gestures.
Encourage the baby to look at your face and pay attention to you. The baby will be interested in looking at you if you use various facial expressions. You can also play games that build anticipation - like peek-a-boo. Vary your voice, facial expressions and gestures to encourage the baby to begin to pay attention to you.
Enjoy your baby. Parents of deaf children say that it can sometimes be hard to focus on typical baby routines when they are worrying about the hearing loss. It can really help to talk with other parents and discover the enjoyment they have found as they learn more about having a deaf child. Everyday routines are great ways of really communicating with and sharing experiences with your baby.
Recognising your baby's communication
All babies start to communicate before they know any words or signs. When your baby is smiling they are saying 'I like that' or 'play that game again'.
When your baby is crying they can be saying 'I'm hungry' or 'my nappy needs to be changed'.
From the earliest days, babies pay attention to important voices. They discover their own voices and play with sounds in squeals, grunts, coos and gurgles. Later on, babies discover that they can join sounds together to babble. Babies can also start to join hand movements together to create hand babble. When babies start to point or reach, these gestures may mean 'I want that' or 'look at me'.
You and the other members of your family can help to get communication started by following two simple guidelines - recognise your baby's attempts to communicate and respond to those attempts. You are likely to be doing this naturally.
You can recognise your baby's attempts to communicate by being aware of their facial expressions, the way they move their body or the noises they make. These attempts may include:
gestures;
vocal sounds;
body movements (kicking, getting excited);
eye gaze;
reaching;
cries;
smiling;
anticipating (looking excited when they know a game is going to start);
watching;
touching;
facial expressions; and
getting frustrated.
You can respond to these attempts by reacting with appropriate facial expressions, noises, words, gestures or signs.
Take some time to observe your baby - it will help you to communicate well. Some of the questions you can ask yourself are as follows.
How is my baby communicating without words?
What do I think the baby means?
Is my baby asking for attention or help?
Does my baby want me to look at what they are looking at?
Does my baby want more of something or want me to stop something?
Is my baby trying to have fun with me?
Do cries have different meanings?
Responding to your baby's communication.
It is important that you respond to your baby's attempts to communicate. This lets your baby know that you have recognised their attempts to communicate and so can encourage your baby to communicate more. This helps your baby to realise that different ways of communicating are effective, and will encourage them to use the same method again.
Responding to your baby also shows that communication is a two-way process and that it is important to take turns. Babies love to communicate. Because your deaf baby may find it difficult to hear you, you may have to try some different ways to make sure that communication remains effective.
If your baby is learning to use hearing aids, try to stay close, use a pleasant but clear voice, and talk about what your baby has been communicating to you. You should try to stay where the baby is facing, look at what the baby looks at, match the baby's facial expression, and use simple gestures.
The most important point is to be sure that your baby knows that you have responded. This will help your baby to begin to predict that you will respond. That makes conversations exciting for both of you. The words, gestures or signs will come in time.
Tiny babies make lots of funny sounds. It is not always clear how to answer. As a parent, you have many ways of showing your baby approval and support. You can:
maintain eye contact while you communicate with each other;
smile and nod;
let your face show the same feeling that your baby is showing;
speak or sing a song to them;
wait expectantly for more communication; and
use simple gestures.
One way to be sure that you and your baby are understanding each other is to hold each other's attention. If your baby points to something, you point too, before you try to add to the communication.
Making choices about communication
Some parents have said that they felt under a lot of pressure to make choices about communication. It is important to remember that you do not have to make a choice for life. You may want to change your approach as you learn more about your child's needs and preferences. The right choice is the one that works best for you and your child.
If your child has other disabilities or health problems, check that the communication approach you choose will be fully accessible to them.
The right approach to communication will be the one that works best for you, your family and your child. The three main options are:
auditory-oral approaches;
sign bilingualism; and
total communication.
These approaches are discussed in more detail later in this page.
Some questions that may help you to think about communication choices are as follows.
Will the communication approach allow all of your family - including brothers, sisters and the wider family - to communicate with your child?
Will the communication approach you are considering be best for your child? Will it allow them to influence their environment, discuss their feelings and concerns, and share imaginative thoughts?
Have you been given good information about the full range of communication approaches that are available? Have you talked to a variety of people and heard a variety of views on each option?
Will the communication approach help develop your relationships with each other as a family? It should promote enjoyable, meaningful communication among all family members and make your child feel part of your family and know what is going on.
Has the information you have received about communication approaches been unbiased?
Are you looking at your choice of communication approach in terms of what will be best for your child and family or because someone has promised certain benefits of the approach?
Will the approach you use allow your child to communicate with the wider world?
Building blocks of communication
Communication is made up of different things, which we can describe as ‘building blocks’. Everyone uses a combination of different building blocks to make themselves understood. For instance, a conversation between two hearing people can involve speech, tone of voice, gestures and facial expressions. A conversation between two deaf people who use sign language can include sign language, gestures, facial expressions, fingerspelling and lipreading. The different communication approaches on the following pages use these building blocks in different combinations.
Different communication approaches.
This section gives more detail about the most common types of communication approaches used with deaf children. All the approaches have advantages and disadvantages -these will vary depending on the needs of your child and your family.
Before choosing an approach to try, it is important to get more information and discuss your thoughts with different professionals and other parents. Remember that some people hold strong views on the best way to communicate with deaf children, so don’t be afraid to ask questions.
Auditory-oral approaches.
Auditory Verbal Therapy aims to prepare children for full inclusion in mainstream schools and more general social participation. This is achieved by developing spoken language abilities appropriate to their age. Auditory Verbal Therapy develops the child's spoken language through active listening. This means that the child needs to be fitted promptly with the best possible hearing aids or other technology. The child and parents have regular sessions with a qualified Auditory Verbal Therapist, and follow up their individual programme goals through daily activities at home. Activities are always based on typical child development.
Sign bilingualism.
What is it?
Sign bilingualism uses sign language as the child’s first language. The spoken language of the family is learned as a second language. This can be taught through speech, writing or a sign-support system. In Britain, the two languages used are usually British Sign Language (BSL) and English. If the family uses another language, such as Urdu or Bengali, the child may learn that as the second language, with or without English. British Sign Language (BSL) is the natural language of British deaf people. It is estimated that over 70,000 people use BSL as their first or preferred language. It has developed over hundreds of years of use. BSL is a visual language that uses handshapes, facial expressions, gestures and body language to communicate. It has a structure and grammar different from that of written and spoken English. It is an independent and complete language with a unique vocabulary. Like other languages, it has developed over time and has also developed regional dialects. In March 2003, the Government officially recognised BSL as a language.
What are the aims?
The aim of using sign bilingualism is to allow the child to communicate in a way that doesn't depend on their hearing. BSL is a totally visual language and so being deaf does not affect a child's ability to learn the language. When a child has become confident in BSL, they can use this as a way to learn English. BSL will also give them access to other deaf people in the community.
What are the family's responsibilities?
Your child must have access to adults (deaf or hearing) who are fluent in BSL so they can develop this as their first language. If you use sign bilingualism, you will need to become fluent in BSL to communicate fully with your child. It is also useful for your child to be around other deaf adults and children who use BSL.
If most of your family members can hear, or are deaf but do not use BSL, they will need BSL training and education.
Total communication.
What is it?
Total communication is based on using a combination of methods at the same time to communicate with a deaf child. The idea is to communicate and teach vocabulary and language in any way that works.
The child and their family are encouraged to use:
a sign language system based on the English language, such as Sign Supported English (SSE);
fingerspelling;
natural gestures;
lipreading;
body language;
speech; and
hearing aids, cochlear implants and radio aids.
They may also use other methods of communication within this approach. More details are given later in this section.
What are the aims?
The aim of total communication is to provide an easy method of communication between the deaf child and their family, friends and others that they are in contact with. The child is encouraged to use speech and sign language at the same time and use all other clues to help them communicate effectively.
What are the family responsibilities?
The sign system you choose should be learnt by at least one member of the family. It is better if all the family learn the system. This will allow your child to communicate fully with you and develop their language skills.
Learning the sign system and the vocabulary is a long-term, ongoing process. As your child's sign language skills develop and become more complex, your family's skills will need to keep pace to provide a stimulating language-learning environment for your child. You will also have to encourage your child to consistently use hearing aids, cochlear implants or radio aids.
You must consistently sign while you speak to your child. Sign language courses are usually offered through the community, local colleges, adult education and so on. Many books and videos are also widely available. To become fluent, signing must be used consistently and become a routine part of communication with your child.
Fingerspelling
Fingerspelling supports sign language. It uses the hands to spell out English words. Each letter of the alphabet is indicated by using the fingers and palm of the hand. It is used for spelling names, places and for words that don't have an established BSL sign.
Take a look at the fingerspelling alphabet at www.rnid.org.uk
Other common communication methods and sign systems used
Sign Supported English
Sign Supported English (SSE) uses signs taken from British Sign Language. Signs are used in the same order as English words, but not every word that is spoken would be signed. Many hearing parents find this an easier way to become familiar with sign language as it means that you can use signs with your own language. As it uses the same signs as BSL, it can be helpful to both you and your child if you want to develop BSL skills at a later stage. SSE is not a language in its own right.
Signed English
Signed English (SE) uses signs to represent English exactly by using a sign for every spoken word. It uses BSL signs, fingerspelling, and specifically developed signs to represent important grammatical information.
Signed English is not a language like BSL, but it has been designed as a teaching tool to be used at the same time as spoken English. Its aim is to develop reading and writing skills.
Cued Speech
Cued Speech is a simple sound-based system that uses eight hand shapes in four different positions (cues), together with natural mouth movement of speech. Some words which sound different to hearing people can look very similar when they are lipread by deaf people (for example, 'pat' and 'bat'). Cued Speech is visual and the cues are placed near the mouth. This helps to make every sound and word clear to a deaf child. It can be used together with sign language or to complement speech.
Communication methods for deaf children with extra needs
Children who have another physical or learning disability may have difficulty using some of the methods detailed above. The methods listed below are commonly used with children with extra needs.
Deafblind children
Deafblind children have different levels of deafness and sight, and use many different techniques to communicate. If your child is deafblind, you can use some basic techniques to help your child start to understand the world around them, and start to build up their communication skills. These techniques are for general information only, and you and your child should also be getting professional support from your local services.
Watch out for small changes in your child (for example, you might see a difference in their breathing when something is happening around them). You can then react to this communication in a way that they can pick up on.
Trust is important as you and people working with your child have to get close to your child to communicate. Deafblind children may use touch and smell to identify who is with them, as well as any sight or hearing they may have. You can help your child to learn who is with them by wearing the same piece of jewellery or clothing, or using the same perfume every time.
Routines will help your child to begin to understand what is around them and anticipate what will happen next. For example, getting your child dressed in the same way, at the same time, in the same place every day. Keeping the furniture in the same place and keeping the floor clear will help your child build up their confidence about moving about independently.
You can help your child to explore their surroundings and learn new things. For example, allow them to touch, taste and smell objects or hold their hands in yours when you are putting the toothpaste on the toothbrush. You can use objects to signal the start of a new activity (for example, an inflatable armband to tell them that they are going swimming). Your child might have their own way of signalling when they want to finish an activity. Take your time -if you hurry, your child may not be able to pick up enough information to understand what is happening.
There are different communication approaches that a deafblind child may learn. These include British Sign Language (if a child has Usher's syndrome, for example, they might use visual frame BSL signing or hands on BSL signing to understand what someone is saying to them). They may also use Makaton, Signed English, Sign Supported English or one of the auditory-oral approaches. Deafblind children may also use the manual alphabet or a symbol system.
There are also written communication methods such as Braille or Moon, which use raised dots to indicate letters.
For more information, contact SENSE.( use the Link section on the Resourse page for more details about SENSE.)
SENSE is an organisation that works to support deafblind children, young people and adults. They provide information on communication. They also offer support and advice for families with deafblind children.
Signalong
Signalong is a form of Sign Supported English. It is a relatively new signing system devised by professionals for children (and adults) who have language difficulties associated with learning disabilities and autism.
The signs are mostly based on BSL and are used in the same order as spoken English. It can be used with other languages too. Signalong is intended to support speech and is sometimes used with deaf children who have not developed speech but use some gestures.
Makaton
Makaton is a language programme that uses signs from British Sign Language together with unique Makaton symbols to provide basic communication to develop language and teach literacy skills. Grammatical signs are taken from signed English. Makaton is not a language but was designed as a tool for teaching children with severe communication and learning disabilities.
Makaton is made up of a main vocabulary of 450 concepts. It also has a larger resource vocabulary of approximately 7,000 concepts (for example for animals, food, growth and development and many others). Concepts are visual images that are illustrated with signs and symbols.
Human aids to communication.
This section tells you about the people that give communication support to deaf children and young people in a variety of situations. They are commonly called 'human aids to communication'. They all require a certain level of training. For further details about human aids to communication, contact the Council for the Advancement of Communication with Deaf People (CACDP).
Website: www.cacdp.org.uk
British Sign Language interpreters.
Sign language interpreting is a highly skilled profession that involves working in a variety of environments and situations, such as in schools, colleges, courts and theatres. It takes several years to become skilled in sign language and to train as an interpreter. There are several different levels of interpreters.
BSL/English interpreters can be registered with CACDP. This means that they have achieved a professional qualification. They have also agreed to follow CACDP's Code of Ethics and Practice and Complaints and Disciplinary Procedure.
Lipspeakers.
A lipspeaker is a person trained to accurately convey information from a speaker to a deaf lipreader using silent speech, clear lip patterns, facial expressions and gestures. They can be useful to deaf young people who use speech rather than sign to communicate.
Lipspeakers are often helpful in environments where there might be too much background noise, or perhaps where the person speaking does not have clear lip patterns. Deaf young people use lipspeakers in further or higher education, at job interviews or at meetings. Lipspeakers also work in the same settings as sign language interpreters.
Lipspeakers can be registered with CACDP. This means that they have achieved a professional qualification. They have also agreed to follow CACDP's Code of Ethics and Practice and Complaints and Disciplinary Procedure.
Communication support workers.
Communication support workers (CSWs) support deaf children and young people in schools and colleges, working closely with other professionals such as teachers and interpreters. A CSW is trained in communication skills, and also in teaching methods and deaf-related issues. They work with children and young people with a range of communication needs.
A CSW should have, or be working towards, a Level 2 Certificate in BSL. There is also a Professional Development Award called Communication Support Worker with Deaf Students.
Communicator guides and deafblind interpreters.
Communicator guides work with deaf-blind young people. They are trained in communication skills, the DeafBlind Manual alphabet, and have specialist skills in guiding deaf-blind people.
Deafblind interpreters interpret speech for deaf-blind young people, and also relay supporting information such as other people's reactions to what has been said, and people's movements around the room.
Deafblind interpreters can be registered with CACDP. This means that they have achieved a professional qualification. They have also agreed to follow CACDP's Code of Ethics and Practice and Complaints and Disciplinary Procedure.
Notetakers.
Many deaf students in further and higher education have the support of a notetaker, as it is important that they have full notes, especially for revision purposes. Notetakers are expected to be skilled in taking notes, in handwritten English, to be directly passed onto students. They must also be aware of deaf issues.
Some notetakers also use laptop computers. The notes are stored on a disk to be given to the student at the end of the lecture.
Speech-to-text reporters.
A speech-to-text reporter provides a computerised word-for-word record of what is spoken. Text is viewed instantly on a monitor, laptop screen or on a projector screen. This is often used in meetings or at conferences. Speech-to-text reporters can be registered with CACDP. This means that they have achieved a professional qualification. They have also agreed to follow CACDP's Code of Ethics and Practice and Complaints and Disciplinary Procedure.
A quick guide to good communication.
As your child grows, it will be important to use good communication with them, and with the deaf adults you meet. The following tips for good communication can be used with deaf children, young people and adults who use either speech or sign language (such as British Sign Language) and with those children who use a combination of both speech and signing.
Make sure that you have your child's attention before starting a conversation.
Make sure you are facing your child and maintaining good eye contact. Try to be on the same level as them and allow some space for signing or lipreading. (So, keep a distance of about one to two metres between you and your child).
Use a well-lit room and don't have your back to a window, as this creates a shadow and makes it difficult to read facial expressions or lipread.
Speak clearly, naturally and at a normal pace. Don't shout, as it can appear to your child that you are angry and it also distorts lip patterns.
Try to make sure that background noise is kept to a minimum. Children with hearing aids, cochlear implants or those children with mild or unilateral deafness who do not use hearing aids may find it particularly difficult to pick out what is being said. A room that is carpeted or curtained will help to cut down the effects of noise in a room.
If your child does not use sign language, it is still helpful to use your hands and facial expressions to gesture and support what you are saying.
Don't eat, smoke, or block the view of your face while you are speaking. If you have a beard or moustache, keep it trimmed. Also remember that glasses and sunglasses can make it difficult to maintain eye contact.
When in a group, speak one at a time. It is helpful if the speaker raises their hand before talking so that your child knows who is speaking.
Make sure you let your child know when there is a new topic of conversation.
If a word or sign is not easily understood, use a more common word or sign with the same meaning. Be wary of using unusual words.
Pause between sentences and check that your child has understood you, and that you have understood them. Encourage them to stop you if they don't understand what the conversation is about.