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Fat, pregnant Rita. | 0:00:01 | 0:00:05 | |
Actress Rita Simons | 0:00:05 | 0:00:07 | |
has been playing Roxy Mitchell in EastEnders for five years. | 0:00:07 | 0:00:11 | |
That is about as big as it's going to get. | 0:00:11 | 0:00:14 | |
In 2006, Rita gave birth to twin daughters. | 0:00:14 | 0:00:17 | |
Maiya, Jaimee. | 0:00:17 | 0:00:19 | |
-SHE SNEEZES -Oh, bless you! | 0:00:19 | 0:00:22 | |
'There's no words for it. Overwhelmed.' | 0:00:22 | 0:00:25 | |
It's just amazing. It looks a bit like you, | 0:00:25 | 0:00:28 | |
it's just a little bit of you and your husband, | 0:00:28 | 0:00:30 | |
or the one you love, in a little package. | 0:00:30 | 0:00:34 | |
Incredible. The best feeling EVER to date. | 0:00:34 | 0:00:37 | |
Maiya. Hello! | 0:00:37 | 0:00:40 | |
At six months, Maiya was diagnosed as moderately deaf. | 0:00:40 | 0:00:44 | |
She's missing nerve endings | 0:00:44 | 0:00:46 | |
and she's missing parts of her cochlea that mean you can't hear. | 0:00:46 | 0:00:51 | |
-She loves the camera, doesn't she? -She's her mummy's daughter. | 0:00:51 | 0:00:55 | |
Over the last five years, Maiya's hearing has deteriorated. | 0:00:55 | 0:01:00 | |
Now Rita and her husband Theo are faced with life-changing decisions | 0:01:02 | 0:01:06 | |
that will affect Maiya's future. | 0:01:06 | 0:01:08 | |
Because there's a chance of her losing her hearing tomorrow, | 0:01:08 | 0:01:11 | |
we do feel like we're constantly walking a tightrope | 0:01:11 | 0:01:14 | |
that we could fall off of at any point with no given warning. | 0:01:14 | 0:01:18 | |
Hey. Did you have a nice sleep? | 0:01:25 | 0:01:28 | |
Where's her hearing aid? | 0:01:28 | 0:01:30 | |
Now aged five, Maiya wears a hearing aid in each ear, | 0:01:30 | 0:01:34 | |
which amplifies the sound around her. | 0:01:34 | 0:01:36 | |
-Boo. -Yes. | 0:01:38 | 0:01:39 | |
-Hello. -Hi. -Hi. | 0:01:39 | 0:01:42 | |
With her aids in, she can hear people speaking. | 0:01:42 | 0:01:44 | |
Hey! | 0:01:44 | 0:01:46 | |
Turn it off for me. | 0:01:46 | 0:01:48 | |
With them out, she can only hear very loud sounds in her right ear | 0:01:48 | 0:01:52 | |
and has no hearing in her left. | 0:01:52 | 0:01:55 | |
Her speech goes a little bit lazy when she takes her hearing aids out. | 0:01:59 | 0:02:02 | |
That's because she can't hear what she's saying. | 0:02:02 | 0:02:06 | |
Maiya, what am I saying? | 0:02:06 | 0:02:07 | |
-Snake. -Snake. -Snake. -Snake. | 0:02:07 | 0:02:12 | |
There's a lot of high-frequency sounds that have S and the K, | 0:02:12 | 0:02:15 | |
they're both quite high-frequency. | 0:02:15 | 0:02:17 | |
-Maiya. Maiya! Snake. -Snake. | 0:02:17 | 0:02:22 | |
-Mummy. -Huh? -Mummy. -Bum! -THEY LAUGH | 0:02:22 | 0:02:26 | |
Did you say that?! | 0:02:26 | 0:02:29 | |
-THEY LAUGH -Honestly! -I'll ask, I'll ask! | 0:02:35 | 0:02:39 | |
Rita is a working mum, | 0:02:39 | 0:02:41 | |
spending up to six days a week on the EastEnders set. | 0:02:41 | 0:02:44 | |
Stand by! And action! | 0:02:44 | 0:02:46 | |
Aw! Grandad, it's my roots! | 0:02:46 | 0:02:50 | |
-Oh, are you telling me that doesn't come out of a bottle?! -And cut! | 0:02:50 | 0:02:55 | |
Her husband Theo runs a hair salon in North London. | 0:02:56 | 0:03:00 | |
-Daddy, Daddy! -Oh, my God! | 0:03:00 | 0:03:02 | |
Any change in your kid's life is going to be difficult to swallow. | 0:03:02 | 0:03:07 | |
You automatically think of limitations. | 0:03:07 | 0:03:10 | |
What does this mean for Maiya? Why is this happening? Why? Why? | 0:03:10 | 0:03:14 | |
Since birth, Maiya has had a hearing check-up every three months. | 0:03:17 | 0:03:22 | |
When you hear a sound, you have to put a ball in the bucket. | 0:03:22 | 0:03:27 | |
HIGH-PITCHED BEEPING | 0:03:27 | 0:03:29 | |
The audiologist plays sounds at different volumes | 0:03:29 | 0:03:32 | |
and frequencies to check how good Maiya's hearing is. | 0:03:32 | 0:03:37 | |
Can you hear a noise? | 0:03:37 | 0:03:39 | |
HIGH PITCHED BEEPING | 0:03:39 | 0:03:41 | |
The measurements taken today will be compared with previous results | 0:03:44 | 0:03:48 | |
to reveal if there has been any further deterioration. | 0:03:48 | 0:03:51 | |
Good girl. | 0:03:51 | 0:03:52 | |
You're doing ever so well, Maiya. | 0:03:54 | 0:03:56 | |
Maiya was born with a widened vestibular aqueduct, | 0:03:56 | 0:03:59 | |
a deformity in her inner ear which causes hearing loss. | 0:03:59 | 0:04:03 | |
So, what I'm going to do, I'm going to put | 0:04:03 | 0:04:05 | |
this little soft tube just into your ear a little way, OK? | 0:04:05 | 0:04:08 | |
It measures the sound in your ear. | 0:04:08 | 0:04:09 | |
Maiya is also undergoing tests for a genetic disorder, | 0:04:09 | 0:04:13 | |
Pendred Syndrome. | 0:04:13 | 0:04:14 | |
Rita and Theo believe that if she has this condition, | 0:04:14 | 0:04:17 | |
Maiya will lose her hearing completely. | 0:04:17 | 0:04:20 | |
All right. | 0:04:21 | 0:04:23 | |
Our issue is her having the Pendred Syndrome, | 0:04:23 | 0:04:27 | |
so we can prepare if she does, that she'll lose her hearing. | 0:04:27 | 0:04:31 | |
So we do really want to know, | 0:04:31 | 0:04:33 | |
because if she has the widening of the vestibular duct, | 0:04:33 | 0:04:38 | |
and that's her only issue as far as hearing loss goes, | 0:04:38 | 0:04:40 | |
we're going to be very happy with that. | 0:04:40 | 0:04:42 | |
That is the thing that causes hearing loss, deterioration. | 0:04:42 | 0:04:45 | |
-Oh, I see. -The large vestibular aqueduct. | 0:04:45 | 0:04:48 | |
Well done! | 0:04:48 | 0:04:49 | |
The condition she has now, | 0:04:49 | 0:04:51 | |
-WILL cause her hearing loss, or CAN? -Will. | 0:04:51 | 0:04:55 | |
Maiya. | 0:04:55 | 0:04:56 | |
-Hi. -Maiya! Has she got her hearing aids? -No. | 0:04:56 | 0:05:00 | |
-What? -OK, sit down, Rita. -Is there something not good? | 0:05:07 | 0:05:12 | |
What did you think we were doing the test for? | 0:05:12 | 0:05:15 | |
I gathered it was to see if she had Pendred Syndrome. | 0:05:15 | 0:05:18 | |
Right. For what purpose? | 0:05:18 | 0:05:19 | |
Because most kids with Pendred more or less tend to | 0:05:19 | 0:05:23 | |
-lose their hearing, so...? -No. -Why?! -That's not what it is. -What is it? | 0:05:23 | 0:05:27 | |
Basically, Pendred Syndrome is information to find out | 0:05:27 | 0:05:30 | |
if it's going to happen to her kids, not about hearing loss at all. | 0:05:30 | 0:05:34 | |
-It can just deteriorate as well, without. -Oh. Really? | 0:05:34 | 0:05:37 | |
Until this moment, | 0:05:40 | 0:05:41 | |
Rita and Theo thought it might be possible for Maiya | 0:05:41 | 0:05:44 | |
to retain the level of hearing she currently has. | 0:05:44 | 0:05:47 | |
'It was a bit of a shock. | 0:05:48 | 0:05:50 | |
'You just don't want to hear it! | 0:05:50 | 0:05:52 | |
'You want them to say, "Actually, she's doing really well," | 0:05:52 | 0:05:55 | |
'you know, "there is a chance she's going to be OK." | 0:05:55 | 0:05:58 | |
'But they can't say that.' | 0:05:58 | 0:05:59 | |
It's like mortifying. And I can't do anything about it. | 0:06:03 | 0:06:07 | |
I can't say, "Maiya, take my ears." | 0:06:07 | 0:06:09 | |
"Take my cochleas, have them." Because I so blatantly would. | 0:06:09 | 0:06:13 | |
I always expect the worst, so I don't get hurt. Theo is quite an optimist. | 0:06:15 | 0:06:20 | |
I suppose he's open to emotional pain more than me, because I'm like that - | 0:06:20 | 0:06:25 | |
"No! Everybody stay out!" | 0:06:25 | 0:06:27 | |
You know, the glass is always half-full with him. | 0:06:29 | 0:06:31 | |
So, yes, I think it did shock him, and he will try and take the answer | 0:06:31 | 0:06:35 | |
and twist it and make it sound good, but the truth is the truth. | 0:06:35 | 0:06:38 | |
Everybody! | 0:06:42 | 0:06:43 | |
Your stepmother clothes! | 0:06:46 | 0:06:49 | |
Here we go! And then you need to clap! | 0:06:49 | 0:06:51 | |
THEY CLAP | 0:06:51 | 0:06:53 | |
-Cinderella! Do your chores! -I am. | 0:06:56 | 0:07:00 | |
Like Maiya, | 0:07:00 | 0:07:01 | |
between 5 and 15% of deaf people have progressive hearing loss. | 0:07:01 | 0:07:06 | |
-May I have this dance? -Yes. | 0:07:06 | 0:07:08 | |
On top of this, doctors have told Rita and Theo | 0:07:08 | 0:07:10 | |
that any bang to the head | 0:07:10 | 0:07:12 | |
could accelerate damage to Maiya's inner ear, | 0:07:12 | 0:07:15 | |
-which may cause her to lose her hearing completely. -Up there? | 0:07:15 | 0:07:18 | |
Behind my back. | 0:07:18 | 0:07:20 | |
'You're just constantly trying to preserve, preserve, preserve.' | 0:07:20 | 0:07:24 | |
And sometimes, it seems so pointless, because unfortunately, | 0:07:24 | 0:07:28 | |
it may all be futile in the end. | 0:07:28 | 0:07:32 | |
What do you want to be when you grow up, Maiya? | 0:07:32 | 0:07:34 | |
I want to be a fairy, a vet or a...show player. | 0:07:34 | 0:07:42 | |
Show player? | 0:07:42 | 0:07:44 | |
-What, like an actress? -A show player is when we do shows for everyone. | 0:07:44 | 0:07:49 | |
She's absolutely great at singing! Great! | 0:07:49 | 0:07:53 | |
I haven't at any point said to her, | 0:07:58 | 0:08:00 | |
"it's very likely you're going to lose all your hearing." | 0:08:00 | 0:08:03 | |
It's my job to worry about how we're going to manage it | 0:08:03 | 0:08:07 | |
and how we're going to cope, and when the time is right, | 0:08:07 | 0:08:10 | |
then I will tell her. | 0:08:10 | 0:08:12 | |
I want to look at all of the options out there. | 0:08:16 | 0:08:20 | |
Each route is so different from the other. | 0:08:20 | 0:08:24 | |
So I guess exploring all of them | 0:08:26 | 0:08:28 | |
and having an absolute understanding of each option | 0:08:28 | 0:08:33 | |
is imperative for how we move forward when the dreaded day comes. | 0:08:33 | 0:08:38 | |
Many people with hearing loss communicate using | 0:08:41 | 0:08:44 | |
a combination of signing and speech. | 0:08:44 | 0:08:47 | |
But some deaf people decide to live without sound altogether | 0:08:47 | 0:08:50 | |
and use only sign language. | 0:08:50 | 0:08:52 | |
People say, "Oh, you should interact with the deaf community" | 0:08:55 | 0:08:59 | |
and you should be doing this, that and the next thing. | 0:08:59 | 0:09:02 | |
It's just that we haven't felt we needed to. Her life is very full. | 0:09:02 | 0:09:07 | |
She goes to ballet, she goes to street dance, | 0:09:07 | 0:09:09 | |
she does all these things without anything having to be | 0:09:09 | 0:09:13 | |
specifically designed for deaf kids. So, we haven't engaged. | 0:09:13 | 0:09:17 | |
Hello! Hi! I'm Rita. Nice to meet you. June, right? June. Come in. | 0:09:20 | 0:09:26 | |
-Come in. -I'm Theo. -I'm Louise. -Hi, Louise, nice to meet you. | 0:09:26 | 0:09:31 | |
June, a sign language teacher, is giving Rita and her family | 0:09:31 | 0:09:34 | |
an introductory lesson in BSL - British Sign Language. | 0:09:34 | 0:09:38 | |
-June, June, hi. -This is June. Say hi! | 0:09:38 | 0:09:41 | |
Say hi! Come and say hi! | 0:09:41 | 0:09:43 | |
-Say hi! -Maiya? | 0:09:43 | 0:09:46 | |
-Say hi, now, please. -Hi. | 0:09:46 | 0:09:50 | |
I don't think she realises you're deaf. Maiya! June's deaf like you! | 0:09:50 | 0:09:53 | |
-She's saying you're the same. -She does the sign. | 0:09:53 | 0:09:56 | |
I can hear some noises, but I can't hear, obviously, people speaking. | 0:09:56 | 0:10:00 | |
It's only signing that I communicate through. | 0:10:00 | 0:10:03 | |
My family are Deaf as well. | 0:10:03 | 0:10:05 | |
-So, you're from a Deaf family, so everyone in your family signs? -Yeah. | 0:10:05 | 0:10:09 | |
-Where do you guys live? That's the sign for live. -Oh, OK. | 0:10:09 | 0:10:15 | |
Put your finger here. Live. | 0:10:15 | 0:10:17 | |
-Twins. -Is Jaimee doing it? I want to see. | 0:10:18 | 0:10:23 | |
Walking. Car. Drive. | 0:10:23 | 0:10:26 | |
How do you get to school? | 0:10:26 | 0:10:28 | |
-June is talking to you. -Maiya. Sit up. | 0:10:28 | 0:10:31 | |
Can we explain something? Do you know why we're doing this? Listen to Nana. | 0:10:31 | 0:10:35 | |
This is for you, so that Nana and Daddy and Mummy | 0:10:35 | 0:10:38 | |
and Jaimee can all sign, so we all know what to do. | 0:10:38 | 0:10:41 | |
-For you. For you. -For you, darling. OK? -Yeah? -So you be really good! | 0:10:41 | 0:10:45 | |
And then when you're in the bath, and you can't hear us, | 0:10:45 | 0:10:47 | |
-we can sign to each other. -That's great, isn't it? | 0:10:47 | 0:10:50 | |
But if you don't want to do it, then you go. Yeah? | 0:10:50 | 0:10:52 | |
Go on, bye! | 0:10:56 | 0:10:57 | |
We'll teach it to her after. | 0:10:59 | 0:11:02 | |
When she feels like learning, she's like a sponge. | 0:11:02 | 0:11:06 | |
And when she feels like playing up, | 0:11:06 | 0:11:09 | |
she just does whatever she wants, which is what she's doing now. | 0:11:09 | 0:11:12 | |
When I started signing, I was about eight months old. | 0:11:12 | 0:11:15 | |
My parents are Deaf, so it was easy to understand and pick it all up. | 0:11:15 | 0:11:19 | |
-You've never worn hearing aids? -Sign language is just as good. | 0:11:19 | 0:11:22 | |
So you don't desire at all to wear them, | 0:11:22 | 0:11:24 | |
the way it works for you, it works for you, right? | 0:11:24 | 0:11:27 | |
It gives me a real big headache. It's so noisy. | 0:11:27 | 0:11:31 | |
I'm proud to be Deaf. I'm born deaf. | 0:11:31 | 0:11:33 | |
And if I didn't have sign language, what would I do? | 0:11:33 | 0:11:36 | |
I wouldn't have any identity at all. | 0:11:36 | 0:11:38 | |
Like for example, like for you, when Maiya gets older, | 0:11:38 | 0:11:42 | |
she'll feel that she is probably missing out on something, | 0:11:42 | 0:11:45 | |
maybe Deaf people and how they communicate. | 0:11:45 | 0:11:48 | |
But you're in a better, I suppose, position, than say Maiya, | 0:11:48 | 0:11:52 | |
because you come from a Deaf family, so this is a way of life for you. | 0:11:52 | 0:11:55 | |
Whereas if you come from a hearing family, | 0:11:55 | 0:11:58 | |
you want your children to do what you do, and be the same as you. | 0:11:58 | 0:12:01 | |
Just like your parents wanted you to be the same as them. | 0:12:01 | 0:12:04 | |
-I presume. -That's right. -Thank you. Thank you. Bye bye. | 0:12:04 | 0:12:10 | |
-So nice to meet you. See you later. -All the best. | 0:12:10 | 0:12:13 | |
With our lifestyle, it is impossible to schedule, is it not, | 0:12:18 | 0:12:22 | |
-a trip to the zoo, for God's sake! -Oh, yes, it's very difficult. | 0:12:22 | 0:12:25 | |
What I can't imagine is being able to | 0:12:25 | 0:12:27 | |
find the time to schedule yet another thing. | 0:12:27 | 0:12:30 | |
Where do you draw the line between what is enjoyable for Maiya, | 0:12:30 | 0:12:33 | |
like going to musical theatre classes after school | 0:12:33 | 0:12:36 | |
and going to ballet and the things she loves doing, | 0:12:36 | 0:12:38 | |
where do you draw the line between it being something she needs to do | 0:12:38 | 0:12:42 | |
that might bore her a little bit, because it's something she needs? | 0:12:42 | 0:12:45 | |
And because it's not something she absolutely needs, | 0:12:45 | 0:12:48 | |
I don't want to take away one of her other things that she enjoys doing... | 0:12:48 | 0:12:51 | |
-I agree. -..to replace it with that. | 0:12:51 | 0:12:53 | |
-And I haven't got time to take her! -Yeah. | 0:12:53 | 0:12:55 | |
The worst thing would be is if Maiya doesn't do any sign language. | 0:12:58 | 0:13:01 | |
That would be a bad thing, I think, | 0:13:01 | 0:13:03 | |
because her hearing might suffer quite a lot | 0:13:03 | 0:13:05 | |
and she might not be able to communicate, | 0:13:05 | 0:13:07 | |
so they all need to learn sign language. | 0:13:07 | 0:13:10 | |
I think that's definitely a priority. If anything did happen. | 0:13:10 | 0:13:13 | |
LAUGHING AND GIGGLING | 0:13:13 | 0:13:15 | |
No more, no more. | 0:13:19 | 0:13:21 | |
Out! | 0:13:21 | 0:13:22 | |
Right. You go and wait in your bedroom. | 0:13:25 | 0:13:28 | |
THUMP Oh, no, no, no! | 0:13:28 | 0:13:32 | |
MAIYA SOBS | 0:13:32 | 0:13:35 | |
You banged your head. Did you bang your head? | 0:13:35 | 0:13:37 | |
SHE SOBS | 0:13:37 | 0:13:39 | |
Show me where it hurts. | 0:13:42 | 0:13:44 | |
-It really hurts. -Does it really hurt? Oh, God. | 0:13:47 | 0:13:51 | |
-Not good. At all. OK. Now, listen. How's your ears? -Fine. | 0:13:52 | 0:13:58 | |
Can you hear me properly? Promise me? How do your ears feel? | 0:13:58 | 0:14:03 | |
Are you going to laugh? | 0:14:04 | 0:14:06 | |
Come on, let's do your ears. Let's do your ears! | 0:14:10 | 0:14:14 | |
'It's sheer panic for me. | 0:14:14 | 0:14:15 | |
'It's the one thing that causes me to just freak about her,' | 0:14:15 | 0:14:19 | |
because I don't know how severe it is. | 0:14:19 | 0:14:23 | |
I'm not her, I didn't feel the bang, | 0:14:23 | 0:14:26 | |
I don't know how hard she's done it. | 0:14:26 | 0:14:28 | |
And I'm very, very sure in my gut, that somewhere along the line, | 0:14:28 | 0:14:31 | |
a bang on the head is what caused her to decline in the right ear anyway. | 0:14:31 | 0:14:37 | |
Can you hear me? | 0:14:37 | 0:14:38 | |
Does it? She just said her head hurt a teeny bit. | 0:14:43 | 0:14:48 | |
I do not like that at all. | 0:14:48 | 0:14:50 | |
It's just rubbish. | 0:14:50 | 0:14:52 | |
It's rubbish that in one moment of being five... | 0:14:52 | 0:14:56 | |
LOUDER: Can you hear me now? | 0:14:56 | 0:14:58 | |
'..you can have one sense missing'. Can you hear me NOW?! | 0:14:58 | 0:15:03 | |
It seems so unfair. | 0:15:03 | 0:15:06 | |
But it is what it is, isn't it? | 0:15:06 | 0:15:08 | |
Two days after banging her head, | 0:15:15 | 0:15:18 | |
Rita and Theo are taking Maiya for another hearing test. | 0:15:18 | 0:15:22 | |
SHE GIGGLES | 0:15:22 | 0:15:24 | |
When you hear a beep, can you put one of the animals...? | 0:15:25 | 0:15:28 | |
She knows this test very well, don't you? | 0:15:28 | 0:15:30 | |
HIGH PITCHED BEEPING | 0:15:30 | 0:15:34 | |
LOWER PITCHED BEEPING | 0:15:38 | 0:15:40 | |
HIGH PITCHED BEEPING | 0:15:44 | 0:15:45 | |
DOCTOR GASPS | 0:15:47 | 0:15:49 | |
MAIYA GIGGLES | 0:15:49 | 0:15:51 | |
HIGH PITCHED BEEPING | 0:15:51 | 0:15:54 | |
LOWER PITCHED BEEPING | 0:15:58 | 0:15:59 | |
She's very good. | 0:15:59 | 0:16:01 | |
The results are then checked against her last test, four weeks ago. | 0:16:01 | 0:16:06 | |
Absolutely the same. | 0:16:06 | 0:16:07 | |
-Absolutely the same as before. -OK, good. | 0:16:07 | 0:16:09 | |
This is what it looks like, Maiya, when we're watching you. | 0:16:11 | 0:16:14 | |
Oh, my good God! | 0:16:16 | 0:16:19 | |
Paul thinks it's a good idea | 0:16:20 | 0:16:22 | |
for Rita and Theo to experience the world like Maiya. | 0:16:22 | 0:16:26 | |
He's making custom ear moulds that will simulate | 0:16:26 | 0:16:28 | |
the level of hearing loss their daughter has. | 0:16:28 | 0:16:30 | |
I can't really hear anything. | 0:16:30 | 0:16:33 | |
-I can hear myself. -Course! | 0:16:33 | 0:16:36 | |
I'm just going to lift up from the bottom. | 0:16:36 | 0:16:39 | |
# Have you ever seen | 0:16:40 | 0:16:42 | |
# A penguin come to tea? | 0:16:42 | 0:16:44 | |
# Take a look at me | 0:16:44 | 0:16:46 | |
# A penguin you will see. # | 0:16:46 | 0:16:48 | |
Penguins, attention! Penguins, salute! | 0:16:48 | 0:16:52 | |
-Right... This one? -No. | 0:16:52 | 0:16:54 | |
Right arm. | 0:16:54 | 0:16:56 | |
# Have you ever seen | 0:16:56 | 0:16:58 | |
# A penguin come to tea? # | 0:16:58 | 0:17:00 | |
-Come on. -You need to put your jumper on, Maiya. | 0:17:00 | 0:17:03 | |
90% of deaf children are born into hearing families. | 0:17:06 | 0:17:11 | |
' "..can't be stone deaf," said the queen. "Of course he can hear us." ' | 0:17:11 | 0:17:16 | |
Rita is meeting another hearing mother, Trish Thompson, | 0:17:16 | 0:17:19 | |
who has a seven-year-old deaf daughter. | 0:17:19 | 0:17:22 | |
Paris has the same hearing loss as Maiya. | 0:17:24 | 0:17:27 | |
Unlike the majority of deaf children, | 0:17:27 | 0:17:29 | |
Paris attends a specialist deaf school. | 0:17:29 | 0:17:32 | |
I have given Paris sign language. I've found it really, really useful. | 0:17:33 | 0:17:37 | |
I don't know how you feel about sign language. | 0:17:37 | 0:17:40 | |
We haven't embraced the Deaf community, | 0:17:40 | 0:17:42 | |
and we haven't sent her to special school. She's in mainstream school. | 0:17:42 | 0:17:46 | |
Deaf culture and Deaf community is such an important thing | 0:17:46 | 0:17:50 | |
because, when they leave school, they do gravitate towards | 0:17:50 | 0:17:54 | |
their culture, their community. | 0:17:54 | 0:17:56 | |
They have lots of things in common. The biggest thing | 0:17:56 | 0:17:59 | |
is communication breakdown. | 0:17:59 | 0:18:01 | |
Where are you, where are you? | 0:18:01 | 0:18:03 | |
Keen to demonstrate how Maiya communicates, | 0:18:03 | 0:18:06 | |
Rita shows a video of Maiya talking to her dad. | 0:18:06 | 0:18:09 | |
'..and then put it under the pillow, | 0:18:09 | 0:18:11 | |
'so then I put it on the pillow, and then I got this.' | 0:18:11 | 0:18:14 | |
-THEO: -'How'd you get that?' | 0:18:14 | 0:18:15 | |
'Yeah. I-I-I...' | 0:18:15 | 0:18:16 | |
There's communication breakdown. | 0:18:16 | 0:18:18 | |
He's asked her a question and she's just carrying on. | 0:18:18 | 0:18:21 | |
She didn't understand what he said - she looked down - | 0:18:21 | 0:18:24 | |
then she just carried on. | 0:18:24 | 0:18:25 | |
So she is actually dealing with communication breakdown. | 0:18:25 | 0:18:28 | |
I don't understand where she hasn't understood the question. | 0:18:28 | 0:18:32 | |
'..put it under the pillow, so then I put it on the pillow, | 0:18:33 | 0:18:37 | |
'and then I got this. | 0:18:37 | 0:18:38 | |
'Well, how'd you get that?' | 0:18:38 | 0:18:40 | |
'Yeah, I-I-I...' | 0:18:40 | 0:18:41 | |
Yeah. You see? He's asked her twice. | 0:18:41 | 0:18:43 | |
-Yeah. -And she's, like... Like that. -Mm. | 0:18:43 | 0:18:46 | |
-And you could see it. -Mm-hm. -It registered in her mind. | 0:18:46 | 0:18:49 | |
There was that pause - a couple of seconds - | 0:18:49 | 0:18:53 | |
and then she... | 0:18:53 | 0:18:56 | |
got herself back again and she, you know, carried on. | 0:18:56 | 0:18:59 | |
What Maiya is doing is she is assessing her world around her. | 0:18:59 | 0:19:03 | |
And I believe that with Paris, | 0:19:03 | 0:19:07 | |
what I've given her that's different is that | 0:19:07 | 0:19:09 | |
she can assess her world around her within the Deaf community, | 0:19:09 | 0:19:13 | |
and understand how to do it better... | 0:19:13 | 0:19:15 | |
-Mm-hm. -..because she's given the tools to be able to say things like, | 0:19:15 | 0:19:19 | |
"Again, please. Can you say that again, cos I don't understand?" | 0:19:19 | 0:19:23 | |
She'll only do that because she sees other Deaf role models. | 0:19:23 | 0:19:26 | |
So she's copying behaviour, like kids do, in order to grow socially. | 0:19:26 | 0:19:30 | |
-Yes, she is. -Yeah, I understand that. | 0:19:30 | 0:19:33 | |
What I'm concerned about is that... | 0:19:33 | 0:19:36 | |
if you treat Maiya the way you're treating her now, | 0:19:36 | 0:19:40 | |
and trying to keep her as equal as you can with the hearing sibling... | 0:19:40 | 0:19:43 | |
-Mm-hm. -..I'm concerned, | 0:19:43 | 0:19:46 | |
because you can never make a hearing child out of a deaf child. | 0:19:46 | 0:19:50 | |
Come on, then, Maiya. Go and sit down on the sofa, please. | 0:19:53 | 0:19:56 | |
-Right, come on. Who wants to read first? -Me, me! -Come on, then. | 0:19:56 | 0:20:00 | |
The main place where Deaf children experience communication breakdown | 0:20:00 | 0:20:04 | |
is at school. | 0:20:04 | 0:20:06 | |
"The children found a...baby bird." | 0:20:06 | 0:20:11 | |
'Maiya's getting on fine at school at the moment.' | 0:20:11 | 0:20:14 | |
She is absolutely on par with her target, for her age. | 0:20:14 | 0:20:18 | |
Cheep-cheep. | 0:20:18 | 0:20:20 | |
How does it go? Cheep-cheep. | 0:20:20 | 0:20:21 | |
'She has to work that much harder' | 0:20:22 | 0:20:25 | |
to concentrate than all the other kids, | 0:20:25 | 0:20:27 | |
and she does get very tired by about 12 o'clock. | 0:20:27 | 0:20:29 | |
And she gets ratty and then she throws tantrums. | 0:20:29 | 0:20:32 | |
She throws more tantrums at school than any other kid - that's for sure. | 0:20:32 | 0:20:35 | |
That's because she's working really hard to hear what's being said. | 0:20:35 | 0:20:40 | |
"Tucker." | 0:20:40 | 0:20:42 | |
-Er. -That's it - that's "after". | 0:20:42 | 0:20:45 | |
Looked after the... | 0:20:45 | 0:20:47 | |
-No, Maiya, you're actually guessing now. Come on! -I don't know! -Read it. | 0:20:47 | 0:20:51 | |
Maiya, come here, please. Come... | 0:20:51 | 0:20:54 | |
-I don't know what it says. -"Josh..." | 0:20:54 | 0:20:57 | |
"..looked after..." | 0:20:57 | 0:21:00 | |
'I do have to' | 0:21:00 | 0:21:01 | |
face the fact it's very likely she'll need more specialist attention | 0:21:01 | 0:21:05 | |
as she gets older, so I'm kind of looking at everything... | 0:21:05 | 0:21:10 | |
to keep all my options covered. | 0:21:10 | 0:21:13 | |
"Said the bird, 'Cheep-cheep-cheep.' " | 0:21:14 | 0:21:18 | |
Oh! Very good. | 0:21:18 | 0:21:20 | |
-Hello. -Hello, everybody. This is Rita, who's come to visit us. -Hi! | 0:21:24 | 0:21:29 | |
Karen Smith is the head teacher at Mary Hare Primary, | 0:21:30 | 0:21:34 | |
a specialist deaf school. | 0:21:34 | 0:21:37 | |
Rita, would you like them to introduce themselves? | 0:21:37 | 0:21:39 | |
I would love you to. | 0:21:39 | 0:21:41 | |
Nine out of ten pupils go on to further education or university. | 0:21:41 | 0:21:45 | |
-My name's Heather. -Hello, Heather. | 0:21:45 | 0:21:49 | |
And you're 11? How old are you? | 0:21:49 | 0:21:52 | |
-I'm nine. -Oh, you're nine? And where do you live? -In Milton Keynes. | 0:21:52 | 0:21:56 | |
-Is it far? Does it take you a long time to get to school? -Sorry? | 0:21:56 | 0:22:00 | |
-Does it take you a long time to get to school? -Yeah. | 0:22:00 | 0:22:03 | |
-Is it boring? -Mmm. | 0:22:03 | 0:22:05 | |
Well, it's lovely to meet you all. Sorry I'm interrupting your class. | 0:22:05 | 0:22:08 | |
You can get on with whatever you were doing now. Ignore me. Ignore us! | 0:22:08 | 0:22:13 | |
CHILDREN SAY GOODBYE I'll stand here for a minute. | 0:22:13 | 0:22:16 | |
I think we're going to do a bit about our bones now. | 0:22:16 | 0:22:19 | |
'What would be the benefits for Maiya, if I was to send her here, | 0:22:19 | 0:22:22 | |
'that she can't get from mainstream school?' | 0:22:22 | 0:22:25 | |
It's only if you start noticing signs | 0:22:25 | 0:22:30 | |
that suggest that she's not happy and that things are distressing her. | 0:22:30 | 0:22:35 | |
We have a lot of tantrum-throwing with Maiya. | 0:22:36 | 0:22:39 | |
Is that when she hasn't quite grasped what's being said, | 0:22:39 | 0:22:42 | |
or gets the wrong end of the stick? | 0:22:42 | 0:22:44 | |
You know what I think it is more than anything? | 0:22:44 | 0:22:47 | |
It's when she's so tired | 0:22:47 | 0:22:48 | |
from trying to listen to everything that's being said | 0:22:48 | 0:22:52 | |
that she will snap at the slightest opportunity. | 0:22:52 | 0:22:57 | |
So I don't think it's her struggling, | 0:22:57 | 0:22:59 | |
but I think it's her struggling to cope in a hearing environment. | 0:22:59 | 0:23:03 | |
-So it's the concentration she uses, and then the exhaustion? -Yeah. | 0:23:03 | 0:23:07 | |
Well, they don't understand why | 0:23:09 | 0:23:11 | |
they can't learn in the same way as their peers, | 0:23:11 | 0:23:15 | |
and why they're sitting in a classroom and can't write or read | 0:23:15 | 0:23:18 | |
-in the same way as their neighbour can. -Yeah. | 0:23:18 | 0:23:21 | |
And they come here and all their peers are doing the same, | 0:23:21 | 0:23:24 | |
they've all got hearing aids, all look the same. | 0:23:24 | 0:23:26 | |
And they don't feel stupid. | 0:23:26 | 0:23:29 | |
It's really nice to see that they're all playing together, equally. | 0:23:29 | 0:23:34 | |
There's no odd child out here, which, unfortunately, | 0:23:34 | 0:23:39 | |
is the case in a mainstream school. | 0:23:39 | 0:23:41 | |
Whether it's...executed or not, | 0:23:41 | 0:23:43 | |
there IS an odd child out with a deaf child. | 0:23:43 | 0:23:46 | |
I love that they're all in the same boat, playing together - it's lovely. | 0:23:46 | 0:23:50 | |
I'm really surprised at how much Maiya could get | 0:23:53 | 0:23:57 | |
out of a place like this, but still not... | 0:23:57 | 0:24:00 | |
Not surprised enough to go, | 0:24:00 | 0:24:02 | |
"OK, you're going to quit mainstream school," | 0:24:02 | 0:24:05 | |
but very reassured to know that if the time came and I needed to, | 0:24:05 | 0:24:08 | |
there are places like this available. | 0:24:08 | 0:24:10 | |
'But there is a conflict now, because I do know | 0:24:10 | 0:24:14 | |
'that there's somewhere out there | 0:24:14 | 0:24:17 | |
'that can enhance her learning experience.' | 0:24:17 | 0:24:22 | |
The majority of the pupils have cochlear implants, | 0:24:22 | 0:24:25 | |
an electrode inserted in the ear with an external processor, | 0:24:25 | 0:24:29 | |
that transmits sound to the inner ear through a magnet on the head. | 0:24:29 | 0:24:33 | |
It enables people who have little or no hearing | 0:24:33 | 0:24:35 | |
to hear those around them. | 0:24:35 | 0:24:37 | |
-You've got two cochlears, haven't you? -I've only got one, | 0:24:37 | 0:24:40 | |
and I'm getting one soon. | 0:24:40 | 0:24:42 | |
You have to change the batteries every two days. | 0:24:42 | 0:24:46 | |
-But apart from that it's good, right? -Yeah. -Cos you can hear. -Pardon? | 0:24:46 | 0:24:50 | |
THEY CHUCKLE | 0:24:50 | 0:24:51 | |
-Cos you can hear, right? -Yeah. -Yeah. | 0:24:51 | 0:24:53 | |
THEY SING | 0:24:55 | 0:24:58 | |
The little one on the left must be about your daughter... Maiya is...? | 0:25:00 | 0:25:04 | |
-They all remind me of my daughter, completely. -Do they? -Yeah. | 0:25:04 | 0:25:07 | |
-Immediately. -Really? -Immediately. Because she's... | 0:25:07 | 0:25:10 | |
all-singing, all-dancing. | 0:25:10 | 0:25:12 | |
THEY SING | 0:25:12 | 0:25:14 | |
This little rascal's about to run on. | 0:25:15 | 0:25:18 | |
This is the first time he's acted on stage. | 0:25:18 | 0:25:22 | |
He needs help from Opal, the little girl beckoning him on. | 0:25:22 | 0:25:26 | |
(I told you I'd get like this!) | 0:25:26 | 0:25:29 | |
-TEACHER: -Here we go! | 0:25:34 | 0:25:35 | |
CHILDREN SING | 0:25:38 | 0:25:41 | |
Stop it! | 0:25:41 | 0:25:42 | |
'It upsets me because those kids just get on with life. | 0:25:48 | 0:25:53 | |
'They don't see themselves as having anything wrong with them. | 0:25:53 | 0:25:57 | |
'So it's their spirit, it's their perseverance. | 0:25:57 | 0:26:02 | |
'I just think they're gorgeous, and when I see little kids | 0:26:02 | 0:26:05 | |
'that remind me of Maiya, it's such a connection. | 0:26:05 | 0:26:07 | |
'It's like looking at my child. | 0:26:07 | 0:26:09 | |
'You see the really cumbersome equipment on their head, | 0:26:09 | 0:26:12 | |
'the lights flashing, and you think, | 0:26:12 | 0:26:14 | |
' "That probably will be my daughter in a few years' time." ' | 0:26:14 | 0:26:19 | |
"Jack and Jill went up the hill." | 0:26:19 | 0:26:26 | |
MUSIC PLAYS | 0:26:38 | 0:26:39 | |
To try and understand and experience life | 0:26:39 | 0:26:42 | |
the way Maiya does without her hearing aids, | 0:26:42 | 0:26:44 | |
Rita and Theo are spending the day wearing custom-made moulds | 0:26:44 | 0:26:48 | |
that will block out sound to the same levels as Maiya. | 0:26:48 | 0:26:51 | |
BACKGROUND MUSIC BECOMES MUFFLED | 0:26:53 | 0:26:56 | |
SHE CHUCKLES | 0:26:56 | 0:26:58 | |
-It's so weird. -Why? | 0:26:58 | 0:27:00 | |
SHE SHOUTS: Because I can't hear anything! | 0:27:00 | 0:27:03 | |
HAIRDRYERS WHIRR | 0:27:03 | 0:27:05 | |
-That's so weird. -What does it sound like? -Not a lot. | 0:27:08 | 0:27:14 | |
'I can hear myself breathing. That's pretty much it.' | 0:27:21 | 0:27:25 | |
'I can't hear cars.' | 0:27:27 | 0:27:28 | |
I just heard a really loud buzz. What was that? | 0:27:33 | 0:27:36 | |
VEHICLE REVS | 0:27:36 | 0:27:38 | |
I can hear that. | 0:27:38 | 0:27:40 | |
-MUFFLED: -I'm not going to let anybody else cut it. | 0:27:45 | 0:27:47 | |
'You feel very isolated. | 0:27:49 | 0:27:50 | |
'I have a lot of banter with my staff and with other customers.' | 0:27:50 | 0:27:54 | |
I say hello to every customer, whether I'm doing their hair or not. | 0:27:54 | 0:27:57 | |
I've found today that I haven't done that. | 0:27:57 | 0:27:59 | |
MUFFLED POUNDING | 0:28:02 | 0:28:04 | |
'I think if I experienced this over a long period of time, | 0:28:05 | 0:28:08 | |
'I would probably become quite withdrawn. | 0:28:08 | 0:28:11 | |
'I'm just finding myself less interested in everything, | 0:28:11 | 0:28:14 | |
'because I can't hear what's going on.' | 0:28:14 | 0:28:16 | |
And therefore, my personality's just, sort of... | 0:28:16 | 0:28:20 | |
I've just gone into, like, a... | 0:28:20 | 0:28:22 | |
..about everything, whereas I'm normally quite up | 0:28:23 | 0:28:26 | |
and in your face, and... | 0:28:26 | 0:28:28 | |
Like, there's a joke at every corner, and I-I... | 0:28:29 | 0:28:32 | |
I can't be bothered, cos I don't know what anyone's talking about. | 0:28:32 | 0:28:35 | |
MUFFLED POUNDING | 0:28:35 | 0:28:39 | |
-Can you hear me now? -Yeah. -Can you hear me NOW? -No. | 0:28:39 | 0:28:42 | |
-Can you hear me now? -Yeah. -You're really ugly. | 0:28:44 | 0:28:47 | |
I can't hear what you're saying - just a noise. | 0:28:47 | 0:28:49 | |
-You're really ugly. -Huh? | 0:28:49 | 0:28:51 | |
-You're really ugly. -I'm really ugly? | 0:28:51 | 0:28:54 | |
-THEY CHUCKLE -Got it. Was that a guess? | 0:28:54 | 0:28:57 | |
What? I want a divorce. | 0:28:57 | 0:28:59 | |
-SHE CHUCKLES -Didn't hear - what was that? | 0:28:59 | 0:29:01 | |
Help me out, son. Come on. | 0:29:03 | 0:29:05 | |
-What'd she say? -I said, "I want a divorce." | 0:29:06 | 0:29:09 | |
Bit harsh, innit?! And you thought that was funny? | 0:29:09 | 0:29:13 | |
Well, it was quite amusing, yeah. | 0:29:13 | 0:29:15 | |
OK, lean back. | 0:29:17 | 0:29:19 | |
RITA SIGHS | 0:29:23 | 0:29:24 | |
If I couldn't take them out, I'd hate it. | 0:29:24 | 0:29:27 | |
For me, it was just more... | 0:29:27 | 0:29:30 | |
..apparent than ever that, if and when Maiya loses her hearing, | 0:29:31 | 0:29:35 | |
we find her an alternative way to hear. | 0:29:35 | 0:29:39 | |
Yeah. | 0:29:39 | 0:29:41 | |
For a child who can hear with hearing aids, | 0:29:41 | 0:29:44 | |
to go back to hearing what I heard today wouldn't be an option. | 0:29:44 | 0:29:48 | |
If Maiya loses her hearing altogether, | 0:29:52 | 0:29:54 | |
the only way to give her sound would be with a cochlear implant. | 0:29:54 | 0:30:00 | |
-WOMAN: -'Jack, do you want to come and say hello?' | 0:30:00 | 0:30:03 | |
Anybody considering the operation | 0:30:03 | 0:30:05 | |
is advised to meet other people in the same situation. | 0:30:05 | 0:30:08 | |
-Found you! -RITA SCREAMS | 0:30:09 | 0:30:12 | |
So, Jack, this is Rita. | 0:30:12 | 0:30:14 | |
Jack is three years older than Maiya and has the same hearing loss. | 0:30:14 | 0:30:18 | |
Let go! Let go of my... | 0:30:18 | 0:30:21 | |
Let go of my hand! | 0:30:21 | 0:30:22 | |
Hi! You're having an operation soon. | 0:30:22 | 0:30:25 | |
Cochlear implant. | 0:30:25 | 0:30:28 | |
-Do you know why you're having it? -To make... To make it even louder. -Yes! | 0:30:28 | 0:30:32 | |
And do you think it's going to be exciting when you can hear more? | 0:30:32 | 0:30:35 | |
-Yeah. -Do you know what side you're having it? -This side. -That side? | 0:30:35 | 0:30:39 | |
SHE GASPS So exciting! | 0:30:39 | 0:30:41 | |
What do you think about cochlear implant, then? | 0:30:41 | 0:30:44 | |
Do you think Rita's daughter should have one? | 0:30:44 | 0:30:47 | |
-Yes. -You do? | 0:30:47 | 0:30:49 | |
During the three-hour cochlear implant operation, | 0:30:52 | 0:30:56 | |
a hole will be drilled into Jack's skull, | 0:30:56 | 0:30:59 | |
and an electrode is placed in the inner ear. | 0:30:59 | 0:31:02 | |
It stimulates nerve endings that send signals to the brain, | 0:31:02 | 0:31:07 | |
which should recognise them as sound. | 0:31:07 | 0:31:09 | |
Jack's surgeon is Mr Pringle. | 0:31:13 | 0:31:15 | |
It's an amazing technological advance. | 0:31:16 | 0:31:20 | |
The cochlear itself has something like 30,000 nerve fibres | 0:31:20 | 0:31:23 | |
and 12,000 nerve endings. | 0:31:23 | 0:31:25 | |
We put a little plastic strip, | 0:31:25 | 0:31:27 | |
with anything between 12 to 20 electrodes on. | 0:31:27 | 0:31:31 | |
And just by stimulating those electrodes, | 0:31:31 | 0:31:33 | |
the brain is able to interpret sound. | 0:31:33 | 0:31:35 | |
So it is amazing. You can take someone who is profoundly Deaf, | 0:31:35 | 0:31:39 | |
so they can stand next to someone with a chainsaw and not hear it, | 0:31:39 | 0:31:42 | |
put an implant in and then they can speak to a stranger | 0:31:42 | 0:31:45 | |
on the telephone. | 0:31:45 | 0:31:47 | |
So was it an easy decision, deciding to do this? | 0:31:49 | 0:31:52 | |
We tried to get as much information as possible. | 0:31:52 | 0:31:55 | |
We went on the internet - we were researching everything! | 0:31:55 | 0:31:58 | |
It was just the hardest decision, because... | 0:31:58 | 0:32:00 | |
Did you come across cons and think, "Oh, no, I don't want to do it. | 0:32:00 | 0:32:03 | |
"No, no, he can't." Did you go through any of that? | 0:32:03 | 0:32:06 | |
-There weren't very many... -Really? -..I have to admit. | 0:32:06 | 0:32:09 | |
Did you give Jack a say in it at all? | 0:32:09 | 0:32:11 | |
Er...yeah, Jack had a big say, to be honest with you. | 0:32:11 | 0:32:15 | |
The first thing he said was, "Yes, I want it." | 0:32:15 | 0:32:19 | |
I now know that it's all to do with the frustration | 0:32:19 | 0:32:22 | |
of what life is like, not hearing like everyone else. | 0:32:22 | 0:32:27 | |
Why is it that you've decided to do it, | 0:32:27 | 0:32:29 | |
if he's still got a bit of hearing? | 0:32:29 | 0:32:31 | |
We do know that his hearing is likely to drop, er, | 0:32:31 | 0:32:36 | |
over the next few years. And we just feel | 0:32:36 | 0:32:40 | |
that we just want to give him every opportunity NOW. | 0:32:40 | 0:32:45 | |
He's coping. Why cope when he could thrive? | 0:32:45 | 0:32:50 | |
There are no official statistics | 0:32:56 | 0:32:58 | |
for the success rate of cochlear implants. | 0:32:58 | 0:33:00 | |
Are you warm enough? | 0:33:00 | 0:33:01 | |
Many recipients find them very effective. | 0:33:02 | 0:33:05 | |
Some find the change in sound distressing and in some cases, | 0:33:05 | 0:33:09 | |
the surgery doesn't restore hearing at all. | 0:33:09 | 0:33:12 | |
Jack's implant will be activated in four weeks. | 0:33:14 | 0:33:18 | |
Only then will everyone know if he's able to hear again. | 0:33:19 | 0:33:23 | |
Have they been told that the cochlear will give him | 0:33:23 | 0:33:26 | |
-better hearing than what he's got now? -Yeah. | 0:33:26 | 0:33:29 | |
I do really want to see if we can find out | 0:33:29 | 0:33:33 | |
what the hearing is like, | 0:33:33 | 0:33:35 | |
not necessarily the level of the hearing but the sounds. | 0:33:35 | 0:33:39 | |
-How nice would it be... -What difference is it going to make? | 0:33:39 | 0:33:42 | |
If we hear it and think "That's amazing, | 0:33:42 | 0:33:44 | |
"we didn't think it was going to be like that," | 0:33:44 | 0:33:47 | |
-it gives us more confidence which gives her more confidence. -Typical me and you. | 0:33:47 | 0:33:51 | |
I'm thinking we'll hear it and it'll sound horrific, | 0:33:51 | 0:33:55 | |
but let's be prepared for that. | 0:33:55 | 0:33:58 | |
-You're dreaming, but OK. -I already have prepared for it being awful. | 0:33:58 | 0:34:02 | |
So I kind of feel like I need to know that information like now. | 0:34:02 | 0:34:07 | |
One, two, three, four. | 0:34:08 | 0:34:10 | |
Cochlear implants are controversial. | 0:34:10 | 0:34:12 | |
If Rita and Theo decide on an implant for Maiya, many Deaf people | 0:34:12 | 0:34:17 | |
will see this as a rejection of their culture and language, BSL. | 0:34:17 | 0:34:21 | |
Ow! | 0:34:21 | 0:34:23 | |
Before any decision is made about Maiya's future, | 0:34:30 | 0:34:34 | |
Trish Thompson wants Rita to meet her Deaf friends, Robbie and Jean. | 0:34:34 | 0:34:38 | |
I love the Deaf community, I love the culture, I love the language, | 0:34:39 | 0:34:44 | |
I love the richness of it. | 0:34:44 | 0:34:46 | |
It's a fantastic place to be. | 0:34:46 | 0:34:48 | |
BSL is a recognised language like French or German. It's my language. | 0:34:49 | 0:34:55 | |
BSL is worth so much, it's so valuable to us | 0:34:58 | 0:35:02 | |
because when I'm with Deaf people, we can communicate. | 0:35:02 | 0:35:05 | |
It's really easy to communicate. | 0:35:05 | 0:35:07 | |
I disagree with people feeling sorry for me, because I can do things. | 0:35:07 | 0:35:10 | |
I'm positive. I can achieve. Don't feel sorry for me. | 0:35:10 | 0:35:14 | |
It's a hard thing for a hearing person | 0:35:19 | 0:35:22 | |
to interact with a Deaf person. | 0:35:22 | 0:35:25 | |
Hearing people are very cautious. | 0:35:25 | 0:35:28 | |
They don't know what to do and they find it really difficult. | 0:35:28 | 0:35:33 | |
It's a very difficult bridge for a hearing person to cross | 0:35:33 | 0:35:38 | |
but as a hearing parent of a deaf child, she needs to cross it. | 0:35:38 | 0:35:41 | |
What do you do? | 0:35:44 | 0:35:46 | |
I work as a hairdresser. | 0:35:46 | 0:35:49 | |
-What do you do? -I'm a teacher. -Are you? -Yes. -Where do you teach? | 0:35:49 | 0:35:54 | |
-Recently worked in London. -OK. Teaching? -Special needs. -Amazing. | 0:35:54 | 0:35:58 | |
Your speech is so good. | 0:35:58 | 0:36:00 | |
So, can I ask, have you had any involvement with Deaf culture? | 0:36:01 | 0:36:05 | |
I haven't had a lot of integration with the Deaf community | 0:36:05 | 0:36:10 | |
because it's never been... necessary, I guess. | 0:36:10 | 0:36:14 | |
We haven't evolved that way. | 0:36:14 | 0:36:16 | |
I think at the moment for a child of five, you have to be prepared | 0:36:16 | 0:36:20 | |
to meet the Deaf community, to learn about her culture. | 0:36:20 | 0:36:25 | |
I have concerns that if parents don't learn BSL or sign language, | 0:36:25 | 0:36:30 | |
in the future, that will die out. | 0:36:30 | 0:36:33 | |
I want to see the Deaf community continue. | 0:36:33 | 0:36:36 | |
Do you think that's because since then, technology has advanced | 0:36:36 | 0:36:42 | |
so much that now, doctors and clinicians are prescribing | 0:36:42 | 0:36:46 | |
much more artificial sound than going down | 0:36:46 | 0:36:50 | |
the old-fashioned route, which is BSL and Deaf community? | 0:36:50 | 0:36:54 | |
Do you think that's why it's dying out? | 0:36:54 | 0:36:57 | |
I think the doctors like to explore new things. I think, you know... | 0:36:57 | 0:37:02 | |
people are living longer. | 0:37:02 | 0:37:04 | |
It's the same as this with the cochlear implants. | 0:37:04 | 0:37:06 | |
They like to see things moving on but if it was my child, | 0:37:06 | 0:37:09 | |
and I had the same hearing loss as yours, | 0:37:09 | 0:37:12 | |
I wouldn't give them a cochlear implant. | 0:37:12 | 0:37:14 | |
At the moment, I'm pro-cochlear. | 0:37:14 | 0:37:18 | |
I'm also very pro a child who likes her sound. | 0:37:18 | 0:37:22 | |
She's not a child who likes to take her hearing aids out. | 0:37:22 | 0:37:26 | |
My feeling is it's like an abuse on a child | 0:37:26 | 0:37:28 | |
to put a cochlear implant in. | 0:37:28 | 0:37:31 | |
I completely disagree with it. That's my own view. | 0:37:31 | 0:37:34 | |
They're too young to have that | 0:37:34 | 0:37:36 | |
and they won't understand what that means. | 0:37:36 | 0:37:38 | |
-That's my feeling. -I understand your point. | 0:37:38 | 0:37:41 | |
I wouldn't go as far as to say it's abuse | 0:37:41 | 0:37:44 | |
because abuse is when you don't love somebody. | 0:37:44 | 0:37:46 | |
Abuse is when you want to inflict harm on somebody | 0:37:46 | 0:37:49 | |
and I don't want to inflict harm on my daughter. | 0:37:49 | 0:37:51 | |
I wouldn't go quite as far as to say abuse. | 0:37:51 | 0:37:54 | |
It's similar for me. | 0:37:57 | 0:37:59 | |
'I was fairly resentful at being called an abuser.' | 0:38:01 | 0:38:04 | |
'People within the Deaf community' | 0:38:07 | 0:38:09 | |
do have a strong view and I don't disagree with them, | 0:38:09 | 0:38:12 | |
I just want to know why? | 0:38:12 | 0:38:15 | |
Give me your reasons as to why I should do what you say I should do. | 0:38:15 | 0:38:18 | |
I don't go around | 0:38:18 | 0:38:19 | |
screaming at deaf people to "put a hearing aid in!" | 0:38:19 | 0:38:23 | |
I don't go around screaming at deaf people to "start talking!" | 0:38:23 | 0:38:28 | |
So why are you telling me I should do what you do? I want valid reasons. | 0:38:28 | 0:38:33 | |
We only see things in our own terms so as hearing people, | 0:38:33 | 0:38:37 | |
we interpret things in hearing terminology, | 0:38:37 | 0:38:40 | |
and there are two things. | 0:38:40 | 0:38:42 | |
We interpret that if they speak, they're fine. | 0:38:42 | 0:38:45 | |
If they have equipment, they're fine. | 0:38:45 | 0:38:48 | |
Whereas on a Deaf point of view, that isn't fine. | 0:38:48 | 0:38:52 | |
There are other things that make the whole Deaf person. | 0:38:52 | 0:38:57 | |
Lions and tigers and bears, oh my! | 0:38:59 | 0:39:02 | |
Lions and tigers and bears, oh my! | 0:39:02 | 0:39:04 | |
Lions and tigers... Argh! | 0:39:04 | 0:39:07 | |
Maiya! Come here. | 0:39:07 | 0:39:09 | |
Lions and tigers and bears, oh my! Lions and tigers and bears... | 0:39:09 | 0:39:12 | |
In their quest to understand the implications | 0:39:12 | 0:39:14 | |
of giving Maiya a cochlear implant, Theo is going to Oxford University | 0:39:14 | 0:39:18 | |
to meet Professor Andrew King, | 0:39:18 | 0:39:21 | |
who has created a computer program | 0:39:21 | 0:39:24 | |
that simulates what people can hear with the device. | 0:39:24 | 0:39:27 | |
If Maiya couldn't hear music, or couldn't make out music | 0:39:27 | 0:39:31 | |
or it was all really monotone and she couldn't carry on singing... | 0:39:31 | 0:39:35 | |
It would upset me, it would probably upset Maiya in the future | 0:39:35 | 0:39:39 | |
because she loves music. You know, she's a performer. | 0:39:39 | 0:39:43 | |
And I suppose it's important to me to kind of be prepared. | 0:39:44 | 0:39:48 | |
You know, I feel like I just want to find out as much information | 0:39:48 | 0:39:51 | |
as possible about it so I know what exactly is going to happen. | 0:39:51 | 0:39:56 | |
'Our concern was music.' | 0:39:56 | 0:39:58 | |
Because we've never heard what a cochlear implant sounds like | 0:39:58 | 0:40:01 | |
we also don't know what sort of sound she'd be having. | 0:40:01 | 0:40:04 | |
What I'm going to do is to play you a sound clip, | 0:40:04 | 0:40:08 | |
which is a simulation of what a cochlear implant, | 0:40:08 | 0:40:13 | |
what sounds pass through a cochlear implant, might sound like | 0:40:13 | 0:40:16 | |
to someone who's using one of those devices to replace their hearing. | 0:40:16 | 0:40:21 | |
CRACKLY, MUFFLED SOUNDS | 0:40:21 | 0:40:25 | |
Just sounds like noise, doesn't it? | 0:40:36 | 0:40:39 | |
The rhythm and the tempo of the music are there | 0:40:40 | 0:40:43 | |
but what's missing is the melody. | 0:40:43 | 0:40:46 | |
It's a very sort of mechanical, almost Dalek-like... | 0:40:46 | 0:40:50 | |
-Can you play what that sounds like normally? -Yeah. | 0:40:50 | 0:40:53 | |
VIOLIN AND PIANO MUSIC PLAYS | 0:40:53 | 0:40:57 | |
-Very different. -Yeah. | 0:41:02 | 0:41:05 | |
So let's go to the example... of speech. | 0:41:05 | 0:41:10 | |
FUZZY: It looks like a very busy week here at the weather centre... | 0:41:11 | 0:41:15 | |
most of it's heading our way. It could be an interesting week | 0:41:15 | 0:41:19 | |
because it's turning pretty stormy... | 0:41:19 | 0:41:22 | |
If we play the real version of this... | 0:41:22 | 0:41:24 | |
CLEARLY: It looks like a very busy week here at the weather centre | 0:41:24 | 0:41:27 | |
because there's a lot happening in the Atlantic | 0:41:27 | 0:41:29 | |
and most of it's heading our way. | 0:41:29 | 0:41:31 | |
It could be a very interesting week... | 0:41:31 | 0:41:33 | |
I'm going to stop that because it goes on. | 0:41:33 | 0:41:35 | |
I don't need to hear any more of that, really. | 0:41:35 | 0:41:37 | |
Yes, it's hard to hear, to be honest. | 0:41:37 | 0:41:39 | |
OK, but in some ways, you've hit upon the key thing. | 0:41:39 | 0:41:43 | |
The more you listen to it, the better you get. | 0:41:43 | 0:41:46 | |
The brain is able to interpret this very crude, | 0:41:46 | 0:41:51 | |
to some extent distorted signal | 0:41:51 | 0:41:55 | |
and to learn to associate that with real speech sounds. | 0:41:55 | 0:42:02 | |
Yeah. My brain has got to try to make sense of it, | 0:42:04 | 0:42:06 | |
let alone my daughter's. | 0:42:06 | 0:42:08 | |
I think Rita sees it as, she's going to have a cochlear and that's that. | 0:42:10 | 0:42:15 | |
You know? | 0:42:15 | 0:42:16 | |
I don't think she's thinking too much | 0:42:16 | 0:42:18 | |
about what it's going to be like sound-wise, | 0:42:18 | 0:42:21 | |
because she's been told such good things about the cochlear. | 0:42:21 | 0:42:24 | |
Whereas, because I don't know about it, I kind of want to know more. | 0:42:24 | 0:42:28 | |
If she had a cochlear in one ear, | 0:42:30 | 0:42:32 | |
in her bad ear that's kaput anyway, that doesn't do anything... | 0:42:32 | 0:42:37 | |
At the moment it does. | 0:42:37 | 0:42:38 | |
It helps her with speech, even though it doesn't give hearing. | 0:42:38 | 0:42:42 | |
Fine, so if she had a cochlear tomorrow in that ear, | 0:42:42 | 0:42:44 | |
she'd have great hearing. | 0:42:44 | 0:42:46 | |
You wouldn't put a cochlear in, obviously, | 0:42:46 | 0:42:48 | |
until such time as she needs one, and at the moment she doesn't. | 0:42:48 | 0:42:52 | |
Maiya's future is what it's about, isn't it, really? And... | 0:42:52 | 0:42:56 | |
The way I'm taking it now is one day at a time. | 0:42:56 | 0:42:59 | |
I'm not going to plan her future, think about her future. | 0:42:59 | 0:43:02 | |
Maiya will make her own future. | 0:43:02 | 0:43:04 | |
Well, you are thinking about her future. | 0:43:04 | 0:43:06 | |
I am thinking about her future but I'm not thinking... | 0:43:06 | 0:43:09 | |
"She's going to be all right, she's not going to be all right." | 0:43:09 | 0:43:12 | |
-I'm thinking... -You're not predicting her future, | 0:43:12 | 0:43:14 | |
you're thinking about things to put in place for her future. | 0:43:14 | 0:43:17 | |
I'm thinking about now. | 0:43:17 | 0:43:20 | |
-N-night. -Night. | 0:43:23 | 0:43:26 | |
It's been four weeks since Jack's operation. | 0:43:29 | 0:43:32 | |
Nice to see you again. How are you? | 0:43:32 | 0:43:35 | |
Today, Jack and his family will find out | 0:43:35 | 0:43:37 | |
if he's able to hear again in his right ear. | 0:43:37 | 0:43:40 | |
Put this in your ears. | 0:43:40 | 0:43:43 | |
The audiologist is going to play beeps into Jack's ear | 0:43:44 | 0:43:48 | |
to see if his brain can recognise the sound. | 0:43:48 | 0:43:51 | |
FAST-PACED BEEPS | 0:43:51 | 0:43:53 | |
Cochlear implants are irreversible so if the operation | 0:43:53 | 0:43:57 | |
hasn't worked, Jack will lose all hearing in his right ear. | 0:43:57 | 0:44:01 | |
-Jack, listen. Can you hear anything? -Can't hear it. | 0:44:05 | 0:44:09 | |
You can't hear it. OK, I'll point it out. | 0:44:09 | 0:44:13 | |
After eight attempts, Jack still can't hear anything. | 0:44:14 | 0:44:18 | |
Can you hear that now? Listen again then. | 0:44:18 | 0:44:21 | |
-WHISPERS: -Beep, beep... | 0:44:23 | 0:44:25 | |
Hurray, you heard it, well done! That's fantastic. | 0:44:30 | 0:44:33 | |
-Go louder now. -OK, so listen again. | 0:44:33 | 0:44:36 | |
-Yay. -Good, well done! | 0:44:39 | 0:44:42 | |
Jack's brain is learning to recognise and interpret the sound | 0:44:42 | 0:44:45 | |
and will continue to do so over the following months. | 0:44:45 | 0:44:48 | |
Jack, you should be able to hear through your processor now, | 0:44:48 | 0:44:52 | |
it's me talking to you. | 0:44:52 | 0:44:54 | |
-Can you hear my voice? -Now they have to see if Jack can hear speech. | 0:44:54 | 0:44:58 | |
Can you hear me? Do I sound a bit funny? | 0:44:58 | 0:45:01 | |
-Do I? Can you hear something? -No. -Can't hear anything. | 0:45:01 | 0:45:07 | |
We'll make it a bit louder then, that's fine. | 0:45:07 | 0:45:10 | |
-You can see I'm talking. -He's being a typical... -Jack. | 0:45:10 | 0:45:14 | |
Jack, did you hear Mummy and Daddy talking then? | 0:45:14 | 0:45:17 | |
Did you hear something? You turned around. | 0:45:17 | 0:45:21 | |
Did you hear me, Jack? | 0:45:21 | 0:45:23 | |
He's turned to you which indicates to me he's hearing your voice | 0:45:23 | 0:45:26 | |
but his brain isn't recognising what it is at the moment. | 0:45:26 | 0:45:29 | |
The reaction was lovely to see. | 0:45:29 | 0:45:33 | |
Especially when you say, did you hear that? It's, no. | 0:45:33 | 0:45:35 | |
Yes, you can. | 0:45:35 | 0:45:37 | |
'I definitely went into this' | 0:45:41 | 0:45:44 | |
thinking it was a big, intrusive contraption | 0:45:44 | 0:45:47 | |
and it's all a massive nightmare. And looking at Jack, | 0:45:47 | 0:45:51 | |
and looking at his reaction as well, it's going to change his life | 0:45:51 | 0:45:55 | |
and it's going to change his life for the better. | 0:45:55 | 0:45:57 | |
Cochlear implants are only suitable for people with severe hearing loss, | 0:45:59 | 0:46:03 | |
when hearing aids are no longer as effective as they once were. | 0:46:03 | 0:46:07 | |
Rita is at the Ear Institute in London, | 0:46:07 | 0:46:10 | |
to discuss with audiologist Bridget Harley | 0:46:10 | 0:46:13 | |
whether it's the right time for Maiya to have a cochlear implant. | 0:46:13 | 0:46:16 | |
This way. | 0:46:16 | 0:46:18 | |
'When is it morally OK?' | 0:46:18 | 0:46:20 | |
Where do you draw the line between telling your child | 0:46:20 | 0:46:23 | |
and letting your child make the decision? | 0:46:23 | 0:46:25 | |
Well, what do you think Maiya would want to say on this question? | 0:46:25 | 0:46:30 | |
How would Maiya feel if you said to her, | 0:46:30 | 0:46:33 | |
-"We're taking your hearing aids away for a week?" -Devastated. -OK. | 0:46:33 | 0:46:36 | |
So I would say... | 0:46:36 | 0:46:38 | |
-the bottom line is, we've made our choice. -OK, super. | 0:46:38 | 0:46:42 | |
Which I hadn't done last time I spoke to you, had I? | 0:46:42 | 0:46:44 | |
-No. If I had an audiogram, I could tell you today. -I have it. | 0:46:44 | 0:46:48 | |
Let me tell you quick whether she's a candidate for her right ear. | 0:46:48 | 0:46:52 | |
Because it might be worthwhile getting her implanted | 0:46:52 | 0:46:55 | |
on the right so that she starts getting used to the sound. | 0:46:55 | 0:46:58 | |
Yeah, while she's still got fabulous, please God, hearing in her left. | 0:46:58 | 0:47:02 | |
And then she can use acoustic amplification | 0:47:02 | 0:47:04 | |
and electrical amplification so she's got this transition period. | 0:47:04 | 0:47:08 | |
Yeah, OK. That's from today. | 0:47:08 | 0:47:10 | |
-Yeah, that makes her eligible for cochlear for that side. -OK. | 0:47:14 | 0:47:18 | |
# Happy birthday to you | 0:47:20 | 0:47:26 | |
# Happy birthday dear... # | 0:47:26 | 0:47:28 | |
'I have learnt so much.' | 0:47:28 | 0:47:30 | |
'I went into it not knowing anything. | 0:47:31 | 0:47:34 | |
'Midway, I probably thought oh, my God, I'm being really naive, | 0:47:34 | 0:47:38 | |
'there's a lot I need to put in place for Maiya, | 0:47:38 | 0:47:41 | |
'with the sign language and possibly a deaf school.' | 0:47:41 | 0:47:46 | |
And now I've changed my mind again and I want to go, | 0:47:46 | 0:47:49 | |
I'm 100% sure, down the cochlear route. | 0:47:49 | 0:47:53 | |
I'm bringing her up this way, this is the way she's going to be | 0:47:55 | 0:47:58 | |
because of her upbringing, just like I am the way I am | 0:47:58 | 0:48:02 | |
because of the way my parents brought me up. | 0:48:02 | 0:48:04 | |
I don't want Maiya to have a cochlear implant now | 0:48:04 | 0:48:08 | |
because she's doing so well. | 0:48:08 | 0:48:10 | |
What we're hoping, which is very possible, | 0:48:10 | 0:48:14 | |
that she can get to maybe eight or nine years old, | 0:48:14 | 0:48:17 | |
where she understands it a lot more | 0:48:17 | 0:48:19 | |
and would want to have one, to help her hearing. | 0:48:19 | 0:48:21 | |
And that would be a better place to be for us. | 0:48:21 | 0:48:24 | |
Regardless of what anyone from the Deaf community says, | 0:48:25 | 0:48:29 | |
and I understand everyone has their own opinion, | 0:48:29 | 0:48:32 | |
I cannot fathom for the life of me, and I've tried, | 0:48:32 | 0:48:36 | |
that if sound is on offer why you wouldn't use it. | 0:48:36 | 0:48:39 | |
Subtitles by Red Bee Media Ltd | 0:48:48 | 0:48:51 |