0:00:01 > 0:00:05Fat, pregnant Rita.
0:00:05 > 0:00:07Actress Rita Simons
0:00:07 > 0:00:11has been playing Roxy Mitchell in EastEnders for five years.
0:00:11 > 0:00:14That is about as big as it's going to get.
0:00:14 > 0:00:17In 2006, Rita gave birth to twin daughters.
0:00:17 > 0:00:19Maiya, Jaimee.
0:00:19 > 0:00:22- SHE SNEEZES - Oh, bless you!
0:00:22 > 0:00:25'There's no words for it. Overwhelmed.'
0:00:25 > 0:00:28It's just amazing. It looks a bit like you,
0:00:28 > 0:00:30it's just a little bit of you and your husband,
0:00:30 > 0:00:34or the one you love, in a little package.
0:00:34 > 0:00:37Incredible. The best feeling EVER to date.
0:00:37 > 0:00:40Maiya. Hello!
0:00:40 > 0:00:44At six months, Maiya was diagnosed as moderately deaf.
0:00:44 > 0:00:46She's missing nerve endings
0:00:46 > 0:00:51and she's missing parts of her cochlea that mean you can't hear.
0:00:51 > 0:00:55- She loves the camera, doesn't she? - She's her mummy's daughter.
0:00:55 > 0:01:00Over the last five years, Maiya's hearing has deteriorated.
0:01:02 > 0:01:06Now Rita and her husband Theo are faced with life-changing decisions
0:01:06 > 0:01:08that will affect Maiya's future.
0:01:08 > 0:01:11Because there's a chance of her losing her hearing tomorrow,
0:01:11 > 0:01:14we do feel like we're constantly walking a tightrope
0:01:14 > 0:01:18that we could fall off of at any point with no given warning.
0:01:25 > 0:01:28Hey. Did you have a nice sleep?
0:01:28 > 0:01:30Where's her hearing aid?
0:01:30 > 0:01:34Now aged five, Maiya wears a hearing aid in each ear,
0:01:34 > 0:01:36which amplifies the sound around her.
0:01:38 > 0:01:39- Boo.- Yes.
0:01:39 > 0:01:42- Hello.- Hi.- Hi.
0:01:42 > 0:01:44With her aids in, she can hear people speaking.
0:01:44 > 0:01:46Hey!
0:01:46 > 0:01:48Turn it off for me.
0:01:48 > 0:01:52With them out, she can only hear very loud sounds in her right ear
0:01:52 > 0:01:55and has no hearing in her left.
0:01:59 > 0:02:02Her speech goes a little bit lazy when she takes her hearing aids out.
0:02:02 > 0:02:06That's because she can't hear what she's saying.
0:02:06 > 0:02:07Maiya, what am I saying?
0:02:07 > 0:02:12- Snake.- Snake.- Snake.- Snake.
0:02:12 > 0:02:15There's a lot of high-frequency sounds that have S and the K,
0:02:15 > 0:02:17they're both quite high-frequency.
0:02:17 > 0:02:22- Maiya. Maiya! Snake.- Snake.
0:02:22 > 0:02:26- Mummy.- Huh?- Mummy.- Bum! - THEY LAUGH
0:02:26 > 0:02:29Did you say that?!
0:02:35 > 0:02:39- THEY LAUGH - Honestly!- I'll ask, I'll ask!
0:02:39 > 0:02:41Rita is a working mum,
0:02:41 > 0:02:44spending up to six days a week on the EastEnders set.
0:02:44 > 0:02:46Stand by! And action!
0:02:46 > 0:02:50Aw! Grandad, it's my roots!
0:02:50 > 0:02:55- Oh, are you telling me that doesn't come out of a bottle?!- And cut!
0:02:56 > 0:03:00Her husband Theo runs a hair salon in North London.
0:03:00 > 0:03:02- Daddy, Daddy!- Oh, my God!
0:03:02 > 0:03:07Any change in your kid's life is going to be difficult to swallow.
0:03:07 > 0:03:10You automatically think of limitations.
0:03:10 > 0:03:14What does this mean for Maiya? Why is this happening? Why? Why?
0:03:17 > 0:03:22Since birth, Maiya has had a hearing check-up every three months.
0:03:22 > 0:03:27When you hear a sound, you have to put a ball in the bucket.
0:03:27 > 0:03:29HIGH-PITCHED BEEPING
0:03:29 > 0:03:32The audiologist plays sounds at different volumes
0:03:32 > 0:03:37and frequencies to check how good Maiya's hearing is.
0:03:37 > 0:03:39Can you hear a noise?
0:03:39 > 0:03:41HIGH PITCHED BEEPING
0:03:44 > 0:03:48The measurements taken today will be compared with previous results
0:03:48 > 0:03:51to reveal if there has been any further deterioration.
0:03:51 > 0:03:52Good girl.
0:03:54 > 0:03:56You're doing ever so well, Maiya.
0:03:56 > 0:03:59Maiya was born with a widened vestibular aqueduct,
0:03:59 > 0:04:03a deformity in her inner ear which causes hearing loss.
0:04:03 > 0:04:05So, what I'm going to do, I'm going to put
0:04:05 > 0:04:08this little soft tube just into your ear a little way, OK?
0:04:08 > 0:04:09It measures the sound in your ear.
0:04:09 > 0:04:13Maiya is also undergoing tests for a genetic disorder,
0:04:13 > 0:04:14Pendred Syndrome.
0:04:14 > 0:04:17Rita and Theo believe that if she has this condition,
0:04:17 > 0:04:20Maiya will lose her hearing completely.
0:04:21 > 0:04:23All right.
0:04:23 > 0:04:27Our issue is her having the Pendred Syndrome,
0:04:27 > 0:04:31so we can prepare if she does, that she'll lose her hearing.
0:04:31 > 0:04:33So we do really want to know,
0:04:33 > 0:04:38because if she has the widening of the vestibular duct,
0:04:38 > 0:04:40and that's her only issue as far as hearing loss goes,
0:04:40 > 0:04:42we're going to be very happy with that.
0:04:42 > 0:04:45That is the thing that causes hearing loss, deterioration.
0:04:45 > 0:04:48- Oh, I see. - The large vestibular aqueduct.
0:04:48 > 0:04:49Well done!
0:04:49 > 0:04:51The condition she has now,
0:04:51 > 0:04:55- WILL cause her hearing loss, or CAN?- Will.
0:04:55 > 0:04:56Maiya.
0:04:56 > 0:05:00- Hi.- Maiya! Has she got her hearing aids?- No.
0:05:07 > 0:05:12- What?- OK, sit down, Rita. - Is there something not good?
0:05:12 > 0:05:15What did you think we were doing the test for?
0:05:15 > 0:05:18I gathered it was to see if she had Pendred Syndrome.
0:05:18 > 0:05:19Right. For what purpose?
0:05:19 > 0:05:23Because most kids with Pendred more or less tend to
0:05:23 > 0:05:27- lose their hearing, so...?- No.- Why?! - That's not what it is.- What is it?
0:05:27 > 0:05:30Basically, Pendred Syndrome is information to find out
0:05:30 > 0:05:34if it's going to happen to her kids, not about hearing loss at all.
0:05:34 > 0:05:37- It can just deteriorate as well, without.- Oh. Really?
0:05:40 > 0:05:41Until this moment,
0:05:41 > 0:05:44Rita and Theo thought it might be possible for Maiya
0:05:44 > 0:05:47to retain the level of hearing she currently has.
0:05:48 > 0:05:50'It was a bit of a shock.
0:05:50 > 0:05:52'You just don't want to hear it!
0:05:52 > 0:05:55'You want them to say, "Actually, she's doing really well,"
0:05:55 > 0:05:58'you know, "there is a chance she's going to be OK."
0:05:58 > 0:05:59'But they can't say that.'
0:06:03 > 0:06:07It's like mortifying. And I can't do anything about it.
0:06:07 > 0:06:09I can't say, "Maiya, take my ears."
0:06:09 > 0:06:13"Take my cochleas, have them." Because I so blatantly would.
0:06:15 > 0:06:20I always expect the worst, so I don't get hurt. Theo is quite an optimist.
0:06:20 > 0:06:25I suppose he's open to emotional pain more than me, because I'm like that -
0:06:25 > 0:06:27"No! Everybody stay out!"
0:06:29 > 0:06:31You know, the glass is always half-full with him.
0:06:31 > 0:06:35So, yes, I think it did shock him, and he will try and take the answer
0:06:35 > 0:06:38and twist it and make it sound good, but the truth is the truth.
0:06:42 > 0:06:43Everybody!
0:06:46 > 0:06:49Your stepmother clothes!
0:06:49 > 0:06:51Here we go! And then you need to clap!
0:06:51 > 0:06:53THEY CLAP
0:06:56 > 0:07:00- Cinderella! Do your chores!- I am.
0:07:00 > 0:07:01Like Maiya,
0:07:01 > 0:07:06between 5 and 15% of deaf people have progressive hearing loss.
0:07:06 > 0:07:08- May I have this dance?- Yes.
0:07:08 > 0:07:10On top of this, doctors have told Rita and Theo
0:07:10 > 0:07:12that any bang to the head
0:07:12 > 0:07:15could accelerate damage to Maiya's inner ear,
0:07:15 > 0:07:18- which may cause her to lose her hearing completely.- Up there?
0:07:18 > 0:07:20Behind my back.
0:07:20 > 0:07:24'You're just constantly trying to preserve, preserve, preserve.'
0:07:24 > 0:07:28And sometimes, it seems so pointless, because unfortunately,
0:07:28 > 0:07:32it may all be futile in the end.
0:07:32 > 0:07:34What do you want to be when you grow up, Maiya?
0:07:34 > 0:07:42I want to be a fairy, a vet or a...show player.
0:07:42 > 0:07:44Show player?
0:07:44 > 0:07:49- What, like an actress?- A show player is when we do shows for everyone.
0:07:49 > 0:07:53She's absolutely great at singing! Great!
0:07:58 > 0:08:00I haven't at any point said to her,
0:08:00 > 0:08:03"it's very likely you're going to lose all your hearing."
0:08:03 > 0:08:07It's my job to worry about how we're going to manage it
0:08:07 > 0:08:10and how we're going to cope, and when the time is right,
0:08:10 > 0:08:12then I will tell her.
0:08:16 > 0:08:20I want to look at all of the options out there.
0:08:20 > 0:08:24Each route is so different from the other.
0:08:26 > 0:08:28So I guess exploring all of them
0:08:28 > 0:08:33and having an absolute understanding of each option
0:08:33 > 0:08:38is imperative for how we move forward when the dreaded day comes.
0:08:41 > 0:08:44Many people with hearing loss communicate using
0:08:44 > 0:08:47a combination of signing and speech.
0:08:47 > 0:08:50But some deaf people decide to live without sound altogether
0:08:50 > 0:08:52and use only sign language.
0:08:55 > 0:08:59People say, "Oh, you should interact with the deaf community"
0:08:59 > 0:09:02and you should be doing this, that and the next thing.
0:09:02 > 0:09:07It's just that we haven't felt we needed to. Her life is very full.
0:09:07 > 0:09:09She goes to ballet, she goes to street dance,
0:09:09 > 0:09:13she does all these things without anything having to be
0:09:13 > 0:09:17specifically designed for deaf kids. So, we haven't engaged.
0:09:20 > 0:09:26Hello! Hi! I'm Rita. Nice to meet you. June, right? June. Come in.
0:09:26 > 0:09:31- Come in.- I'm Theo.- I'm Louise. - Hi, Louise, nice to meet you.
0:09:31 > 0:09:34June, a sign language teacher, is giving Rita and her family
0:09:34 > 0:09:38an introductory lesson in BSL - British Sign Language.
0:09:38 > 0:09:41- June, June, hi. - This is June. Say hi!
0:09:41 > 0:09:43Say hi! Come and say hi!
0:09:43 > 0:09:46- Say hi!- Maiya?
0:09:46 > 0:09:50- Say hi, now, please.- Hi.
0:09:50 > 0:09:53I don't think she realises you're deaf. Maiya! June's deaf like you!
0:09:53 > 0:09:56- She's saying you're the same. - She does the sign.
0:09:56 > 0:10:00I can hear some noises, but I can't hear, obviously, people speaking.
0:10:00 > 0:10:03It's only signing that I communicate through.
0:10:03 > 0:10:05My family are Deaf as well.
0:10:05 > 0:10:09- So, you're from a Deaf family, so everyone in your family signs?- Yeah.
0:10:09 > 0:10:15- Where do you guys live? That's the sign for live.- Oh, OK.
0:10:15 > 0:10:17Put your finger here. Live.
0:10:18 > 0:10:23- Twins.- Is Jaimee doing it? I want to see.
0:10:23 > 0:10:26Walking. Car. Drive.
0:10:26 > 0:10:28How do you get to school?
0:10:28 > 0:10:31- June is talking to you.- Maiya. Sit up.
0:10:31 > 0:10:35Can we explain something? Do you know why we're doing this? Listen to Nana.
0:10:35 > 0:10:38This is for you, so that Nana and Daddy and Mummy
0:10:38 > 0:10:41and Jaimee can all sign, so we all know what to do.
0:10:41 > 0:10:45- For you. For you.- For you, darling. OK?- Yeah?- So you be really good!
0:10:45 > 0:10:47And then when you're in the bath, and you can't hear us,
0:10:47 > 0:10:50- we can sign to each other. - That's great, isn't it?
0:10:50 > 0:10:52But if you don't want to do it, then you go. Yeah?
0:10:56 > 0:10:57Go on, bye!
0:10:59 > 0:11:02We'll teach it to her after.
0:11:02 > 0:11:06When she feels like learning, she's like a sponge.
0:11:06 > 0:11:09And when she feels like playing up,
0:11:09 > 0:11:12she just does whatever she wants, which is what she's doing now.
0:11:12 > 0:11:15When I started signing, I was about eight months old.
0:11:15 > 0:11:19My parents are Deaf, so it was easy to understand and pick it all up.
0:11:19 > 0:11:22- You've never worn hearing aids? - Sign language is just as good.
0:11:22 > 0:11:24So you don't desire at all to wear them,
0:11:24 > 0:11:27the way it works for you, it works for you, right?
0:11:27 > 0:11:31It gives me a real big headache. It's so noisy.
0:11:31 > 0:11:33I'm proud to be Deaf. I'm born deaf.
0:11:33 > 0:11:36And if I didn't have sign language, what would I do?
0:11:36 > 0:11:38I wouldn't have any identity at all.
0:11:38 > 0:11:42Like for example, like for you, when Maiya gets older,
0:11:42 > 0:11:45she'll feel that she is probably missing out on something,
0:11:45 > 0:11:48maybe Deaf people and how they communicate.
0:11:48 > 0:11:52But you're in a better, I suppose, position, than say Maiya,
0:11:52 > 0:11:55because you come from a Deaf family, so this is a way of life for you.
0:11:55 > 0:11:58Whereas if you come from a hearing family,
0:11:58 > 0:12:01you want your children to do what you do, and be the same as you.
0:12:01 > 0:12:04Just like your parents wanted you to be the same as them.
0:12:04 > 0:12:10- I presume.- That's right. - Thank you. Thank you. Bye bye.
0:12:10 > 0:12:13- So nice to meet you. See you later.- All the best.
0:12:18 > 0:12:22With our lifestyle, it is impossible to schedule, is it not,
0:12:22 > 0:12:25- a trip to the zoo, for God's sake! - Oh, yes, it's very difficult.
0:12:25 > 0:12:27What I can't imagine is being able to
0:12:27 > 0:12:30find the time to schedule yet another thing.
0:12:30 > 0:12:33Where do you draw the line between what is enjoyable for Maiya,
0:12:33 > 0:12:36like going to musical theatre classes after school
0:12:36 > 0:12:38and going to ballet and the things she loves doing,
0:12:38 > 0:12:42where do you draw the line between it being something she needs to do
0:12:42 > 0:12:45that might bore her a little bit, because it's something she needs?
0:12:45 > 0:12:48And because it's not something she absolutely needs,
0:12:48 > 0:12:51I don't want to take away one of her other things that she enjoys doing...
0:12:51 > 0:12:53- I agree. - ..to replace it with that.
0:12:53 > 0:12:55- And I haven't got time to take her!- Yeah.
0:12:58 > 0:13:01The worst thing would be is if Maiya doesn't do any sign language.
0:13:01 > 0:13:03That would be a bad thing, I think,
0:13:03 > 0:13:05because her hearing might suffer quite a lot
0:13:05 > 0:13:07and she might not be able to communicate,
0:13:07 > 0:13:10so they all need to learn sign language.
0:13:10 > 0:13:13I think that's definitely a priority. If anything did happen.
0:13:13 > 0:13:15LAUGHING AND GIGGLING
0:13:19 > 0:13:21No more, no more.
0:13:21 > 0:13:22Out!
0:13:25 > 0:13:28Right. You go and wait in your bedroom.
0:13:28 > 0:13:32THUMP Oh, no, no, no!
0:13:32 > 0:13:35MAIYA SOBS
0:13:35 > 0:13:37You banged your head. Did you bang your head?
0:13:37 > 0:13:39SHE SOBS
0:13:42 > 0:13:44Show me where it hurts.
0:13:47 > 0:13:51- It really hurts. - Does it really hurt? Oh, God.
0:13:52 > 0:13:58- Not good. At all. OK. Now, listen. How's your ears?- Fine.
0:13:58 > 0:14:03Can you hear me properly? Promise me? How do your ears feel?
0:14:04 > 0:14:06Are you going to laugh?
0:14:10 > 0:14:14Come on, let's do your ears. Let's do your ears!
0:14:14 > 0:14:15'It's sheer panic for me.
0:14:15 > 0:14:19'It's the one thing that causes me to just freak about her,'
0:14:19 > 0:14:23because I don't know how severe it is.
0:14:23 > 0:14:26I'm not her, I didn't feel the bang,
0:14:26 > 0:14:28I don't know how hard she's done it.
0:14:28 > 0:14:31And I'm very, very sure in my gut, that somewhere along the line,
0:14:31 > 0:14:37a bang on the head is what caused her to decline in the right ear anyway.
0:14:37 > 0:14:38Can you hear me?
0:14:43 > 0:14:48Does it? She just said her head hurt a teeny bit.
0:14:48 > 0:14:50I do not like that at all.
0:14:50 > 0:14:52It's just rubbish.
0:14:52 > 0:14:56It's rubbish that in one moment of being five...
0:14:56 > 0:14:58LOUDER: Can you hear me now?
0:14:58 > 0:15:03'..you can have one sense missing'. Can you hear me NOW?!
0:15:03 > 0:15:06It seems so unfair.
0:15:06 > 0:15:08But it is what it is, isn't it?
0:15:15 > 0:15:18Two days after banging her head,
0:15:18 > 0:15:22Rita and Theo are taking Maiya for another hearing test.
0:15:22 > 0:15:24SHE GIGGLES
0:15:25 > 0:15:28When you hear a beep, can you put one of the animals...?
0:15:28 > 0:15:30She knows this test very well, don't you?
0:15:30 > 0:15:34HIGH PITCHED BEEPING
0:15:38 > 0:15:40LOWER PITCHED BEEPING
0:15:44 > 0:15:45HIGH PITCHED BEEPING
0:15:47 > 0:15:49DOCTOR GASPS
0:15:49 > 0:15:51MAIYA GIGGLES
0:15:51 > 0:15:54HIGH PITCHED BEEPING
0:15:58 > 0:15:59LOWER PITCHED BEEPING
0:15:59 > 0:16:01She's very good.
0:16:01 > 0:16:06The results are then checked against her last test, four weeks ago.
0:16:06 > 0:16:07Absolutely the same.
0:16:07 > 0:16:09- Absolutely the same as before. - OK, good.
0:16:11 > 0:16:14This is what it looks like, Maiya, when we're watching you.
0:16:16 > 0:16:19Oh, my good God!
0:16:20 > 0:16:22Paul thinks it's a good idea
0:16:22 > 0:16:26for Rita and Theo to experience the world like Maiya.
0:16:26 > 0:16:28He's making custom ear moulds that will simulate
0:16:28 > 0:16:30the level of hearing loss their daughter has.
0:16:30 > 0:16:33I can't really hear anything.
0:16:33 > 0:16:36- I can hear myself.- Course!
0:16:36 > 0:16:39I'm just going to lift up from the bottom.
0:16:40 > 0:16:42# Have you ever seen
0:16:42 > 0:16:44# A penguin come to tea?
0:16:44 > 0:16:46# Take a look at me
0:16:46 > 0:16:48# A penguin you will see. #
0:16:48 > 0:16:52Penguins, attention! Penguins, salute!
0:16:52 > 0:16:54- Right... This one?- No.
0:16:54 > 0:16:56Right arm.
0:16:56 > 0:16:58# Have you ever seen
0:16:58 > 0:17:00# A penguin come to tea? #
0:17:00 > 0:17:03- Come on.- You need to put your jumper on, Maiya.
0:17:06 > 0:17:1190% of deaf children are born into hearing families.
0:17:11 > 0:17:16' "..can't be stone deaf," said the queen. "Of course he can hear us." '
0:17:16 > 0:17:19Rita is meeting another hearing mother, Trish Thompson,
0:17:19 > 0:17:22who has a seven-year-old deaf daughter.
0:17:24 > 0:17:27Paris has the same hearing loss as Maiya.
0:17:27 > 0:17:29Unlike the majority of deaf children,
0:17:29 > 0:17:32Paris attends a specialist deaf school.
0:17:33 > 0:17:37I have given Paris sign language. I've found it really, really useful.
0:17:37 > 0:17:40I don't know how you feel about sign language.
0:17:40 > 0:17:42We haven't embraced the Deaf community,
0:17:42 > 0:17:46and we haven't sent her to special school. She's in mainstream school.
0:17:46 > 0:17:50Deaf culture and Deaf community is such an important thing
0:17:50 > 0:17:54because, when they leave school, they do gravitate towards
0:17:54 > 0:17:56their culture, their community.
0:17:56 > 0:17:59They have lots of things in common. The biggest thing
0:17:59 > 0:18:01is communication breakdown.
0:18:01 > 0:18:03Where are you, where are you?
0:18:03 > 0:18:06Keen to demonstrate how Maiya communicates,
0:18:06 > 0:18:09Rita shows a video of Maiya talking to her dad.
0:18:09 > 0:18:11'..and then put it under the pillow,
0:18:11 > 0:18:14'so then I put it on the pillow, and then I got this.'
0:18:14 > 0:18:15- THEO:- 'How'd you get that?'
0:18:15 > 0:18:16'Yeah. I-I-I...'
0:18:16 > 0:18:18There's communication breakdown.
0:18:18 > 0:18:21He's asked her a question and she's just carrying on.
0:18:21 > 0:18:24She didn't understand what he said - she looked down -
0:18:24 > 0:18:25then she just carried on.
0:18:25 > 0:18:28So she is actually dealing with communication breakdown.
0:18:28 > 0:18:32I don't understand where she hasn't understood the question.
0:18:33 > 0:18:37'..put it under the pillow, so then I put it on the pillow,
0:18:37 > 0:18:38'and then I got this.
0:18:38 > 0:18:40'Well, how'd you get that?'
0:18:40 > 0:18:41'Yeah, I-I-I...'
0:18:41 > 0:18:43Yeah. You see? He's asked her twice.
0:18:43 > 0:18:46- Yeah.- And she's, like... Like that.- Mm.
0:18:46 > 0:18:49- And you could see it.- Mm-hm. - It registered in her mind.
0:18:49 > 0:18:53There was that pause - a couple of seconds -
0:18:53 > 0:18:56and then she...
0:18:56 > 0:18:59got herself back again and she, you know, carried on.
0:18:59 > 0:19:03What Maiya is doing is she is assessing her world around her.
0:19:03 > 0:19:07And I believe that with Paris,
0:19:07 > 0:19:09what I've given her that's different is that
0:19:09 > 0:19:13she can assess her world around her within the Deaf community,
0:19:13 > 0:19:15and understand how to do it better...
0:19:15 > 0:19:19- Mm-hm.- ..because she's given the tools to be able to say things like,
0:19:19 > 0:19:23"Again, please. Can you say that again, cos I don't understand?"
0:19:23 > 0:19:26She'll only do that because she sees other Deaf role models.
0:19:26 > 0:19:30So she's copying behaviour, like kids do, in order to grow socially.
0:19:30 > 0:19:33- Yes, she is. - Yeah, I understand that.
0:19:33 > 0:19:36What I'm concerned about is that...
0:19:36 > 0:19:40if you treat Maiya the way you're treating her now,
0:19:40 > 0:19:43and trying to keep her as equal as you can with the hearing sibling...
0:19:43 > 0:19:46- Mm-hm.- ..I'm concerned,
0:19:46 > 0:19:50because you can never make a hearing child out of a deaf child.
0:19:53 > 0:19:56Come on, then, Maiya. Go and sit down on the sofa, please.
0:19:56 > 0:20:00- Right, come on. Who wants to read first?- Me, me!- Come on, then.
0:20:00 > 0:20:04The main place where Deaf children experience communication breakdown
0:20:04 > 0:20:06is at school.
0:20:06 > 0:20:11"The children found a...baby bird."
0:20:11 > 0:20:14'Maiya's getting on fine at school at the moment.'
0:20:14 > 0:20:18She is absolutely on par with her target, for her age.
0:20:18 > 0:20:20Cheep-cheep.
0:20:20 > 0:20:21How does it go? Cheep-cheep.
0:20:22 > 0:20:25'She has to work that much harder'
0:20:25 > 0:20:27to concentrate than all the other kids,
0:20:27 > 0:20:29and she does get very tired by about 12 o'clock.
0:20:29 > 0:20:32And she gets ratty and then she throws tantrums.
0:20:32 > 0:20:35She throws more tantrums at school than any other kid - that's for sure.
0:20:35 > 0:20:40That's because she's working really hard to hear what's being said.
0:20:40 > 0:20:42"Tucker."
0:20:42 > 0:20:45- Er.- That's it - that's "after".
0:20:45 > 0:20:47Looked after the...
0:20:47 > 0:20:51- No, Maiya, you're actually guessing now. Come on!- I don't know!- Read it.
0:20:51 > 0:20:54Maiya, come here, please. Come...
0:20:54 > 0:20:57- I don't know what it says.- "Josh..."
0:20:57 > 0:21:00"..looked after..."
0:21:00 > 0:21:01'I do have to'
0:21:01 > 0:21:05face the fact it's very likely she'll need more specialist attention
0:21:05 > 0:21:10as she gets older, so I'm kind of looking at everything...
0:21:10 > 0:21:13to keep all my options covered.
0:21:14 > 0:21:18"Said the bird, 'Cheep-cheep-cheep.' "
0:21:18 > 0:21:20Oh! Very good.
0:21:24 > 0:21:29- Hello.- Hello, everybody. This is Rita, who's come to visit us.- Hi!
0:21:30 > 0:21:34Karen Smith is the head teacher at Mary Hare Primary,
0:21:34 > 0:21:37a specialist deaf school.
0:21:37 > 0:21:39Rita, would you like them to introduce themselves?
0:21:39 > 0:21:41I would love you to.
0:21:41 > 0:21:45Nine out of ten pupils go on to further education or university.
0:21:45 > 0:21:49- My name's Heather.- Hello, Heather.
0:21:49 > 0:21:52And you're 11? How old are you?
0:21:52 > 0:21:56- I'm nine.- Oh, you're nine? And where do you live?- In Milton Keynes.
0:21:56 > 0:22:00- Is it far? Does it take you a long time to get to school?- Sorry?
0:22:00 > 0:22:03- Does it take you a long time to get to school?- Yeah.
0:22:03 > 0:22:05- Is it boring?- Mmm.
0:22:05 > 0:22:08Well, it's lovely to meet you all. Sorry I'm interrupting your class.
0:22:08 > 0:22:13You can get on with whatever you were doing now. Ignore me. Ignore us!
0:22:13 > 0:22:16CHILDREN SAY GOODBYE I'll stand here for a minute.
0:22:16 > 0:22:19I think we're going to do a bit about our bones now.
0:22:19 > 0:22:22'What would be the benefits for Maiya, if I was to send her here,
0:22:22 > 0:22:25'that she can't get from mainstream school?'
0:22:25 > 0:22:30It's only if you start noticing signs
0:22:30 > 0:22:35that suggest that she's not happy and that things are distressing her.
0:22:36 > 0:22:39We have a lot of tantrum-throwing with Maiya.
0:22:39 > 0:22:42Is that when she hasn't quite grasped what's being said,
0:22:42 > 0:22:44or gets the wrong end of the stick?
0:22:44 > 0:22:47You know what I think it is more than anything?
0:22:47 > 0:22:48It's when she's so tired
0:22:48 > 0:22:52from trying to listen to everything that's being said
0:22:52 > 0:22:57that she will snap at the slightest opportunity.
0:22:57 > 0:22:59So I don't think it's her struggling,
0:22:59 > 0:23:03but I think it's her struggling to cope in a hearing environment.
0:23:03 > 0:23:07- So it's the concentration she uses, and then the exhaustion?- Yeah.
0:23:09 > 0:23:11Well, they don't understand why
0:23:11 > 0:23:15they can't learn in the same way as their peers,
0:23:15 > 0:23:18and why they're sitting in a classroom and can't write or read
0:23:18 > 0:23:21- in the same way as their neighbour can.- Yeah.
0:23:21 > 0:23:24And they come here and all their peers are doing the same,
0:23:24 > 0:23:26they've all got hearing aids, all look the same.
0:23:26 > 0:23:29And they don't feel stupid.
0:23:29 > 0:23:34It's really nice to see that they're all playing together, equally.
0:23:34 > 0:23:39There's no odd child out here, which, unfortunately,
0:23:39 > 0:23:41is the case in a mainstream school.
0:23:41 > 0:23:43Whether it's...executed or not,
0:23:43 > 0:23:46there IS an odd child out with a deaf child.
0:23:46 > 0:23:50I love that they're all in the same boat, playing together - it's lovely.
0:23:53 > 0:23:57I'm really surprised at how much Maiya could get
0:23:57 > 0:24:00out of a place like this, but still not...
0:24:00 > 0:24:02Not surprised enough to go,
0:24:02 > 0:24:05"OK, you're going to quit mainstream school,"
0:24:05 > 0:24:08but very reassured to know that if the time came and I needed to,
0:24:08 > 0:24:10there are places like this available.
0:24:10 > 0:24:14'But there is a conflict now, because I do know
0:24:14 > 0:24:17'that there's somewhere out there
0:24:17 > 0:24:22'that can enhance her learning experience.'
0:24:22 > 0:24:25The majority of the pupils have cochlear implants,
0:24:25 > 0:24:29an electrode inserted in the ear with an external processor,
0:24:29 > 0:24:33that transmits sound to the inner ear through a magnet on the head.
0:24:33 > 0:24:35It enables people who have little or no hearing
0:24:35 > 0:24:37to hear those around them.
0:24:37 > 0:24:40- You've got two cochlears, haven't you?- I've only got one,
0:24:40 > 0:24:42and I'm getting one soon.
0:24:42 > 0:24:46You have to change the batteries every two days.
0:24:46 > 0:24:50- But apart from that it's good, right? - Yeah.- Cos you can hear.- Pardon?
0:24:50 > 0:24:51THEY CHUCKLE
0:24:51 > 0:24:53- Cos you can hear, right?- Yeah.- Yeah.
0:24:55 > 0:24:58THEY SING
0:25:00 > 0:25:04The little one on the left must be about your daughter... Maiya is...?
0:25:04 > 0:25:07- They all remind me of my daughter, completely.- Do they?- Yeah.
0:25:07 > 0:25:10- Immediately.- Really?- Immediately. Because she's...
0:25:10 > 0:25:12all-singing, all-dancing.
0:25:12 > 0:25:14THEY SING
0:25:15 > 0:25:18This little rascal's about to run on.
0:25:18 > 0:25:22This is the first time he's acted on stage.
0:25:22 > 0:25:26He needs help from Opal, the little girl beckoning him on.
0:25:26 > 0:25:29(I told you I'd get like this!)
0:25:34 > 0:25:35- TEACHER:- Here we go!
0:25:38 > 0:25:41CHILDREN SING
0:25:41 > 0:25:42Stop it!
0:25:48 > 0:25:53'It upsets me because those kids just get on with life.
0:25:53 > 0:25:57'They don't see themselves as having anything wrong with them.
0:25:57 > 0:26:02'So it's their spirit, it's their perseverance.
0:26:02 > 0:26:05'I just think they're gorgeous, and when I see little kids
0:26:05 > 0:26:07'that remind me of Maiya, it's such a connection.
0:26:07 > 0:26:09'It's like looking at my child.
0:26:09 > 0:26:12'You see the really cumbersome equipment on their head,
0:26:12 > 0:26:14'the lights flashing, and you think,
0:26:14 > 0:26:19' "That probably will be my daughter in a few years' time." '
0:26:19 > 0:26:26"Jack and Jill went up the hill."
0:26:38 > 0:26:39MUSIC PLAYS
0:26:39 > 0:26:42To try and understand and experience life
0:26:42 > 0:26:44the way Maiya does without her hearing aids,
0:26:44 > 0:26:48Rita and Theo are spending the day wearing custom-made moulds
0:26:48 > 0:26:51that will block out sound to the same levels as Maiya.
0:26:53 > 0:26:56BACKGROUND MUSIC BECOMES MUFFLED
0:26:56 > 0:26:58SHE CHUCKLES
0:26:58 > 0:27:00- It's so weird.- Why?
0:27:00 > 0:27:03SHE SHOUTS: Because I can't hear anything!
0:27:03 > 0:27:05HAIRDRYERS WHIRR
0:27:08 > 0:27:14- That's so weird. - What does it sound like?- Not a lot.
0:27:21 > 0:27:25'I can hear myself breathing. That's pretty much it.'
0:27:27 > 0:27:28'I can't hear cars.'
0:27:33 > 0:27:36I just heard a really loud buzz. What was that?
0:27:36 > 0:27:38VEHICLE REVS
0:27:38 > 0:27:40I can hear that.
0:27:45 > 0:27:47- MUFFLED:- I'm not going to let anybody else cut it.
0:27:49 > 0:27:50'You feel very isolated.
0:27:50 > 0:27:54'I have a lot of banter with my staff and with other customers.'
0:27:54 > 0:27:57I say hello to every customer, whether I'm doing their hair or not.
0:27:57 > 0:27:59I've found today that I haven't done that.
0:28:02 > 0:28:04MUFFLED POUNDING
0:28:05 > 0:28:08'I think if I experienced this over a long period of time,
0:28:08 > 0:28:11'I would probably become quite withdrawn.
0:28:11 > 0:28:14'I'm just finding myself less interested in everything,
0:28:14 > 0:28:16'because I can't hear what's going on.'
0:28:16 > 0:28:20And therefore, my personality's just, sort of...
0:28:20 > 0:28:22I've just gone into, like, a...
0:28:23 > 0:28:26..about everything, whereas I'm normally quite up
0:28:26 > 0:28:28and in your face, and...
0:28:29 > 0:28:32Like, there's a joke at every corner, and I-I...
0:28:32 > 0:28:35I can't be bothered, cos I don't know what anyone's talking about.
0:28:35 > 0:28:39MUFFLED POUNDING
0:28:39 > 0:28:42- Can you hear me now?- Yeah. - Can you hear me NOW?- No.
0:28:44 > 0:28:47- Can you hear me now?- Yeah. - You're really ugly.
0:28:47 > 0:28:49I can't hear what you're saying - just a noise.
0:28:49 > 0:28:51- You're really ugly.- Huh?
0:28:51 > 0:28:54- You're really ugly.- I'm really ugly?
0:28:54 > 0:28:57- THEY CHUCKLE - Got it. Was that a guess?
0:28:57 > 0:28:59What? I want a divorce.
0:28:59 > 0:29:01- SHE CHUCKLES - Didn't hear - what was that?
0:29:03 > 0:29:05Help me out, son. Come on.
0:29:06 > 0:29:09- What'd she say? - I said, "I want a divorce."
0:29:09 > 0:29:13Bit harsh, innit?! And you thought that was funny?
0:29:13 > 0:29:15Well, it was quite amusing, yeah.
0:29:17 > 0:29:19OK, lean back.
0:29:23 > 0:29:24RITA SIGHS
0:29:24 > 0:29:27If I couldn't take them out, I'd hate it.
0:29:27 > 0:29:30For me, it was just more...
0:29:31 > 0:29:35..apparent than ever that, if and when Maiya loses her hearing,
0:29:35 > 0:29:39we find her an alternative way to hear.
0:29:39 > 0:29:41Yeah.
0:29:41 > 0:29:44For a child who can hear with hearing aids,
0:29:44 > 0:29:48to go back to hearing what I heard today wouldn't be an option.
0:29:52 > 0:29:54If Maiya loses her hearing altogether,
0:29:54 > 0:30:00the only way to give her sound would be with a cochlear implant.
0:30:00 > 0:30:03- WOMAN:- 'Jack, do you want to come and say hello?'
0:30:03 > 0:30:05Anybody considering the operation
0:30:05 > 0:30:08is advised to meet other people in the same situation.
0:30:09 > 0:30:12- Found you! - RITA SCREAMS
0:30:12 > 0:30:14So, Jack, this is Rita.
0:30:14 > 0:30:18Jack is three years older than Maiya and has the same hearing loss.
0:30:18 > 0:30:21Let go! Let go of my...
0:30:21 > 0:30:22Let go of my hand!
0:30:22 > 0:30:25Hi! You're having an operation soon.
0:30:25 > 0:30:28Cochlear implant.
0:30:28 > 0:30:32- Do you know why you're having it?- To make... To make it even louder.- Yes!
0:30:32 > 0:30:35And do you think it's going to be exciting when you can hear more?
0:30:35 > 0:30:39- Yeah.- Do you know what side you're having it?- This side.- That side?
0:30:39 > 0:30:41SHE GASPS So exciting!
0:30:41 > 0:30:44What do you think about cochlear implant, then?
0:30:44 > 0:30:47Do you think Rita's daughter should have one?
0:30:47 > 0:30:49- Yes.- You do?
0:30:52 > 0:30:56During the three-hour cochlear implant operation,
0:30:56 > 0:30:59a hole will be drilled into Jack's skull,
0:30:59 > 0:31:02and an electrode is placed in the inner ear.
0:31:02 > 0:31:07It stimulates nerve endings that send signals to the brain,
0:31:07 > 0:31:09which should recognise them as sound.
0:31:13 > 0:31:15Jack's surgeon is Mr Pringle.
0:31:16 > 0:31:20It's an amazing technological advance.
0:31:20 > 0:31:23The cochlear itself has something like 30,000 nerve fibres
0:31:23 > 0:31:25and 12,000 nerve endings.
0:31:25 > 0:31:27We put a little plastic strip,
0:31:27 > 0:31:31with anything between 12 to 20 electrodes on.
0:31:31 > 0:31:33And just by stimulating those electrodes,
0:31:33 > 0:31:35the brain is able to interpret sound.
0:31:35 > 0:31:39So it is amazing. You can take someone who is profoundly Deaf,
0:31:39 > 0:31:42so they can stand next to someone with a chainsaw and not hear it,
0:31:42 > 0:31:45put an implant in and then they can speak to a stranger
0:31:45 > 0:31:47on the telephone.
0:31:49 > 0:31:52So was it an easy decision, deciding to do this?
0:31:52 > 0:31:55We tried to get as much information as possible.
0:31:55 > 0:31:58We went on the internet - we were researching everything!
0:31:58 > 0:32:00It was just the hardest decision, because...
0:32:00 > 0:32:03Did you come across cons and think, "Oh, no, I don't want to do it.
0:32:03 > 0:32:06"No, no, he can't." Did you go through any of that?
0:32:06 > 0:32:09- There weren't very many... - Really?- ..I have to admit.
0:32:09 > 0:32:11Did you give Jack a say in it at all?
0:32:11 > 0:32:15Er...yeah, Jack had a big say, to be honest with you.
0:32:15 > 0:32:19The first thing he said was, "Yes, I want it."
0:32:19 > 0:32:22I now know that it's all to do with the frustration
0:32:22 > 0:32:27of what life is like, not hearing like everyone else.
0:32:27 > 0:32:29Why is it that you've decided to do it,
0:32:29 > 0:32:31if he's still got a bit of hearing?
0:32:31 > 0:32:36We do know that his hearing is likely to drop, er,
0:32:36 > 0:32:40over the next few years. And we just feel
0:32:40 > 0:32:45that we just want to give him every opportunity NOW.
0:32:45 > 0:32:50He's coping. Why cope when he could thrive?
0:32:56 > 0:32:58There are no official statistics
0:32:58 > 0:33:00for the success rate of cochlear implants.
0:33:00 > 0:33:01Are you warm enough?
0:33:02 > 0:33:05Many recipients find them very effective.
0:33:05 > 0:33:09Some find the change in sound distressing and in some cases,
0:33:09 > 0:33:12the surgery doesn't restore hearing at all.
0:33:14 > 0:33:18Jack's implant will be activated in four weeks.
0:33:19 > 0:33:23Only then will everyone know if he's able to hear again.
0:33:23 > 0:33:26Have they been told that the cochlear will give him
0:33:26 > 0:33:29- better hearing than what he's got now?- Yeah.
0:33:29 > 0:33:33I do really want to see if we can find out
0:33:33 > 0:33:35what the hearing is like,
0:33:35 > 0:33:39not necessarily the level of the hearing but the sounds.
0:33:39 > 0:33:42- How nice would it be... - What difference is it going to make?
0:33:42 > 0:33:44If we hear it and think "That's amazing,
0:33:44 > 0:33:47"we didn't think it was going to be like that,"
0:33:47 > 0:33:51- it gives us more confidence which gives her more confidence. - Typical me and you.
0:33:51 > 0:33:55I'm thinking we'll hear it and it'll sound horrific,
0:33:55 > 0:33:58but let's be prepared for that.
0:33:58 > 0:34:02- You're dreaming, but OK.- I already have prepared for it being awful.
0:34:02 > 0:34:07So I kind of feel like I need to know that information like now.
0:34:08 > 0:34:10One, two, three, four.
0:34:10 > 0:34:12Cochlear implants are controversial.
0:34:12 > 0:34:17If Rita and Theo decide on an implant for Maiya, many Deaf people
0:34:17 > 0:34:21will see this as a rejection of their culture and language, BSL.
0:34:21 > 0:34:23Ow!
0:34:30 > 0:34:34Before any decision is made about Maiya's future,
0:34:34 > 0:34:38Trish Thompson wants Rita to meet her Deaf friends, Robbie and Jean.
0:34:39 > 0:34:44I love the Deaf community, I love the culture, I love the language,
0:34:44 > 0:34:46I love the richness of it.
0:34:46 > 0:34:48It's a fantastic place to be.
0:34:49 > 0:34:55BSL is a recognised language like French or German. It's my language.
0:34:58 > 0:35:02BSL is worth so much, it's so valuable to us
0:35:02 > 0:35:05because when I'm with Deaf people, we can communicate.
0:35:05 > 0:35:07It's really easy to communicate.
0:35:07 > 0:35:10I disagree with people feeling sorry for me, because I can do things.
0:35:10 > 0:35:14I'm positive. I can achieve. Don't feel sorry for me.
0:35:19 > 0:35:22It's a hard thing for a hearing person
0:35:22 > 0:35:25to interact with a Deaf person.
0:35:25 > 0:35:28Hearing people are very cautious.
0:35:28 > 0:35:33They don't know what to do and they find it really difficult.
0:35:33 > 0:35:38It's a very difficult bridge for a hearing person to cross
0:35:38 > 0:35:41but as a hearing parent of a deaf child, she needs to cross it.
0:35:44 > 0:35:46What do you do?
0:35:46 > 0:35:49I work as a hairdresser.
0:35:49 > 0:35:54- What do you do?- I'm a teacher. - Are you?- Yes.- Where do you teach?
0:35:54 > 0:35:58- Recently worked in London.- OK. Teaching?- Special needs.- Amazing.
0:35:58 > 0:36:00Your speech is so good.
0:36:01 > 0:36:05So, can I ask, have you had any involvement with Deaf culture?
0:36:05 > 0:36:10I haven't had a lot of integration with the Deaf community
0:36:10 > 0:36:14because it's never been... necessary, I guess.
0:36:14 > 0:36:16We haven't evolved that way.
0:36:16 > 0:36:20I think at the moment for a child of five, you have to be prepared
0:36:20 > 0:36:25to meet the Deaf community, to learn about her culture.
0:36:25 > 0:36:30I have concerns that if parents don't learn BSL or sign language,
0:36:30 > 0:36:33in the future, that will die out.
0:36:33 > 0:36:36I want to see the Deaf community continue.
0:36:36 > 0:36:42Do you think that's because since then, technology has advanced
0:36:42 > 0:36:46so much that now, doctors and clinicians are prescribing
0:36:46 > 0:36:50much more artificial sound than going down
0:36:50 > 0:36:54the old-fashioned route, which is BSL and Deaf community?
0:36:54 > 0:36:57Do you think that's why it's dying out?
0:36:57 > 0:37:02I think the doctors like to explore new things. I think, you know...
0:37:02 > 0:37:04people are living longer.
0:37:04 > 0:37:06It's the same as this with the cochlear implants.
0:37:06 > 0:37:09They like to see things moving on but if it was my child,
0:37:09 > 0:37:12and I had the same hearing loss as yours,
0:37:12 > 0:37:14I wouldn't give them a cochlear implant.
0:37:14 > 0:37:18At the moment, I'm pro-cochlear.
0:37:18 > 0:37:22I'm also very pro a child who likes her sound.
0:37:22 > 0:37:26She's not a child who likes to take her hearing aids out.
0:37:26 > 0:37:28My feeling is it's like an abuse on a child
0:37:28 > 0:37:31to put a cochlear implant in.
0:37:31 > 0:37:34I completely disagree with it. That's my own view.
0:37:34 > 0:37:36They're too young to have that
0:37:36 > 0:37:38and they won't understand what that means.
0:37:38 > 0:37:41- That's my feeling. - I understand your point.
0:37:41 > 0:37:44I wouldn't go as far as to say it's abuse
0:37:44 > 0:37:46because abuse is when you don't love somebody.
0:37:46 > 0:37:49Abuse is when you want to inflict harm on somebody
0:37:49 > 0:37:51and I don't want to inflict harm on my daughter.
0:37:51 > 0:37:54I wouldn't go quite as far as to say abuse.
0:37:57 > 0:37:59It's similar for me.
0:38:01 > 0:38:04'I was fairly resentful at being called an abuser.'
0:38:07 > 0:38:09'People within the Deaf community'
0:38:09 > 0:38:12do have a strong view and I don't disagree with them,
0:38:12 > 0:38:15I just want to know why?
0:38:15 > 0:38:18Give me your reasons as to why I should do what you say I should do.
0:38:18 > 0:38:19I don't go around
0:38:19 > 0:38:23screaming at deaf people to "put a hearing aid in!"
0:38:23 > 0:38:28I don't go around screaming at deaf people to "start talking!"
0:38:28 > 0:38:33So why are you telling me I should do what you do? I want valid reasons.
0:38:33 > 0:38:37We only see things in our own terms so as hearing people,
0:38:37 > 0:38:40we interpret things in hearing terminology,
0:38:40 > 0:38:42and there are two things.
0:38:42 > 0:38:45We interpret that if they speak, they're fine.
0:38:45 > 0:38:48If they have equipment, they're fine.
0:38:48 > 0:38:52Whereas on a Deaf point of view, that isn't fine.
0:38:52 > 0:38:57There are other things that make the whole Deaf person.
0:38:59 > 0:39:02Lions and tigers and bears, oh my!
0:39:02 > 0:39:04Lions and tigers and bears, oh my!
0:39:04 > 0:39:07Lions and tigers... Argh!
0:39:07 > 0:39:09Maiya! Come here.
0:39:09 > 0:39:12Lions and tigers and bears, oh my! Lions and tigers and bears...
0:39:12 > 0:39:14In their quest to understand the implications
0:39:14 > 0:39:18of giving Maiya a cochlear implant, Theo is going to Oxford University
0:39:18 > 0:39:21to meet Professor Andrew King,
0:39:21 > 0:39:24who has created a computer program
0:39:24 > 0:39:27that simulates what people can hear with the device.
0:39:27 > 0:39:31If Maiya couldn't hear music, or couldn't make out music
0:39:31 > 0:39:35or it was all really monotone and she couldn't carry on singing...
0:39:35 > 0:39:39It would upset me, it would probably upset Maiya in the future
0:39:39 > 0:39:43because she loves music. You know, she's a performer.
0:39:44 > 0:39:48And I suppose it's important to me to kind of be prepared.
0:39:48 > 0:39:51You know, I feel like I just want to find out as much information
0:39:51 > 0:39:56as possible about it so I know what exactly is going to happen.
0:39:56 > 0:39:58'Our concern was music.'
0:39:58 > 0:40:01Because we've never heard what a cochlear implant sounds like
0:40:01 > 0:40:04we also don't know what sort of sound she'd be having.
0:40:04 > 0:40:08What I'm going to do is to play you a sound clip,
0:40:08 > 0:40:13which is a simulation of what a cochlear implant,
0:40:13 > 0:40:16what sounds pass through a cochlear implant, might sound like
0:40:16 > 0:40:21to someone who's using one of those devices to replace their hearing.
0:40:21 > 0:40:25CRACKLY, MUFFLED SOUNDS
0:40:36 > 0:40:39Just sounds like noise, doesn't it?
0:40:40 > 0:40:43The rhythm and the tempo of the music are there
0:40:43 > 0:40:46but what's missing is the melody.
0:40:46 > 0:40:50It's a very sort of mechanical, almost Dalek-like...
0:40:50 > 0:40:53- Can you play what that sounds like normally?- Yeah.
0:40:53 > 0:40:57VIOLIN AND PIANO MUSIC PLAYS
0:41:02 > 0:41:05- Very different.- Yeah.
0:41:05 > 0:41:10So let's go to the example... of speech.
0:41:11 > 0:41:15FUZZY: It looks like a very busy week here at the weather centre...
0:41:15 > 0:41:19most of it's heading our way. It could be an interesting week
0:41:19 > 0:41:22because it's turning pretty stormy...
0:41:22 > 0:41:24If we play the real version of this...
0:41:24 > 0:41:27CLEARLY: It looks like a very busy week here at the weather centre
0:41:27 > 0:41:29because there's a lot happening in the Atlantic
0:41:29 > 0:41:31and most of it's heading our way.
0:41:31 > 0:41:33It could be a very interesting week...
0:41:33 > 0:41:35I'm going to stop that because it goes on.
0:41:35 > 0:41:37I don't need to hear any more of that, really.
0:41:37 > 0:41:39Yes, it's hard to hear, to be honest.
0:41:39 > 0:41:43OK, but in some ways, you've hit upon the key thing.
0:41:43 > 0:41:46The more you listen to it, the better you get.
0:41:46 > 0:41:51The brain is able to interpret this very crude,
0:41:51 > 0:41:55to some extent distorted signal
0:41:55 > 0:42:02and to learn to associate that with real speech sounds.
0:42:04 > 0:42:06Yeah. My brain has got to try to make sense of it,
0:42:06 > 0:42:08let alone my daughter's.
0:42:10 > 0:42:15I think Rita sees it as, she's going to have a cochlear and that's that.
0:42:15 > 0:42:16You know?
0:42:16 > 0:42:18I don't think she's thinking too much
0:42:18 > 0:42:21about what it's going to be like sound-wise,
0:42:21 > 0:42:24because she's been told such good things about the cochlear.
0:42:24 > 0:42:28Whereas, because I don't know about it, I kind of want to know more.
0:42:30 > 0:42:32If she had a cochlear in one ear,
0:42:32 > 0:42:37in her bad ear that's kaput anyway, that doesn't do anything...
0:42:37 > 0:42:38At the moment it does.
0:42:38 > 0:42:42It helps her with speech, even though it doesn't give hearing.
0:42:42 > 0:42:44Fine, so if she had a cochlear tomorrow in that ear,
0:42:44 > 0:42:46she'd have great hearing.
0:42:46 > 0:42:48You wouldn't put a cochlear in, obviously,
0:42:48 > 0:42:52until such time as she needs one, and at the moment she doesn't.
0:42:52 > 0:42:56Maiya's future is what it's about, isn't it, really? And...
0:42:56 > 0:42:59The way I'm taking it now is one day at a time.
0:42:59 > 0:43:02I'm not going to plan her future, think about her future.
0:43:02 > 0:43:04Maiya will make her own future.
0:43:04 > 0:43:06Well, you are thinking about her future.
0:43:06 > 0:43:09I am thinking about her future but I'm not thinking...
0:43:09 > 0:43:12"She's going to be all right, she's not going to be all right."
0:43:12 > 0:43:14- I'm thinking... - You're not predicting her future,
0:43:14 > 0:43:17you're thinking about things to put in place for her future.
0:43:17 > 0:43:20I'm thinking about now.
0:43:23 > 0:43:26- N-night.- Night.
0:43:29 > 0:43:32It's been four weeks since Jack's operation.
0:43:32 > 0:43:35Nice to see you again. How are you?
0:43:35 > 0:43:37Today, Jack and his family will find out
0:43:37 > 0:43:40if he's able to hear again in his right ear.
0:43:40 > 0:43:43Put this in your ears.
0:43:44 > 0:43:48The audiologist is going to play beeps into Jack's ear
0:43:48 > 0:43:51to see if his brain can recognise the sound.
0:43:51 > 0:43:53FAST-PACED BEEPS
0:43:53 > 0:43:57Cochlear implants are irreversible so if the operation
0:43:57 > 0:44:01hasn't worked, Jack will lose all hearing in his right ear.
0:44:05 > 0:44:09- Jack, listen. Can you hear anything? - Can't hear it.
0:44:09 > 0:44:13You can't hear it. OK, I'll point it out.
0:44:14 > 0:44:18After eight attempts, Jack still can't hear anything.
0:44:18 > 0:44:21Can you hear that now? Listen again then.
0:44:23 > 0:44:25- WHISPERS:- Beep, beep...
0:44:30 > 0:44:33Hurray, you heard it, well done! That's fantastic.
0:44:33 > 0:44:36- Go louder now. - OK, so listen again.
0:44:39 > 0:44:42- Yay.- Good, well done!
0:44:42 > 0:44:45Jack's brain is learning to recognise and interpret the sound
0:44:45 > 0:44:48and will continue to do so over the following months.
0:44:48 > 0:44:52Jack, you should be able to hear through your processor now,
0:44:52 > 0:44:54it's me talking to you.
0:44:54 > 0:44:58- Can you hear my voice?- Now they have to see if Jack can hear speech.
0:44:58 > 0:45:01Can you hear me? Do I sound a bit funny?
0:45:01 > 0:45:07- Do I? Can you hear something?- No. - Can't hear anything.
0:45:07 > 0:45:10We'll make it a bit louder then, that's fine.
0:45:10 > 0:45:14- You can see I'm talking. - He's being a typical...- Jack.
0:45:14 > 0:45:17Jack, did you hear Mummy and Daddy talking then?
0:45:17 > 0:45:21Did you hear something? You turned around.
0:45:21 > 0:45:23Did you hear me, Jack?
0:45:23 > 0:45:26He's turned to you which indicates to me he's hearing your voice
0:45:26 > 0:45:29but his brain isn't recognising what it is at the moment.
0:45:29 > 0:45:33The reaction was lovely to see.
0:45:33 > 0:45:35Especially when you say, did you hear that? It's, no.
0:45:35 > 0:45:37Yes, you can.
0:45:41 > 0:45:44'I definitely went into this'
0:45:44 > 0:45:47thinking it was a big, intrusive contraption
0:45:47 > 0:45:51and it's all a massive nightmare. And looking at Jack,
0:45:51 > 0:45:55and looking at his reaction as well, it's going to change his life
0:45:55 > 0:45:57and it's going to change his life for the better.
0:45:59 > 0:46:03Cochlear implants are only suitable for people with severe hearing loss,
0:46:03 > 0:46:07when hearing aids are no longer as effective as they once were.
0:46:07 > 0:46:10Rita is at the Ear Institute in London,
0:46:10 > 0:46:13to discuss with audiologist Bridget Harley
0:46:13 > 0:46:16whether it's the right time for Maiya to have a cochlear implant.
0:46:16 > 0:46:18This way.
0:46:18 > 0:46:20'When is it morally OK?'
0:46:20 > 0:46:23Where do you draw the line between telling your child
0:46:23 > 0:46:25and letting your child make the decision?
0:46:25 > 0:46:30Well, what do you think Maiya would want to say on this question?
0:46:30 > 0:46:33How would Maiya feel if you said to her,
0:46:33 > 0:46:36- "We're taking your hearing aids away for a week?"- Devastated.- OK.
0:46:36 > 0:46:38So I would say...
0:46:38 > 0:46:42- the bottom line is, we've made our choice.- OK, super.
0:46:42 > 0:46:44Which I hadn't done last time I spoke to you, had I?
0:46:44 > 0:46:48- No. If I had an audiogram, I could tell you today.- I have it.
0:46:48 > 0:46:52Let me tell you quick whether she's a candidate for her right ear.
0:46:52 > 0:46:55Because it might be worthwhile getting her implanted
0:46:55 > 0:46:58on the right so that she starts getting used to the sound.
0:46:58 > 0:47:02Yeah, while she's still got fabulous, please God, hearing in her left.
0:47:02 > 0:47:04And then she can use acoustic amplification
0:47:04 > 0:47:08and electrical amplification so she's got this transition period.
0:47:08 > 0:47:10Yeah, OK. That's from today.
0:47:14 > 0:47:18- Yeah, that makes her eligible for cochlear for that side.- OK.
0:47:20 > 0:47:26# Happy birthday to you
0:47:26 > 0:47:28# Happy birthday dear... #
0:47:28 > 0:47:30'I have learnt so much.'
0:47:31 > 0:47:34'I went into it not knowing anything.
0:47:34 > 0:47:38'Midway, I probably thought oh, my God, I'm being really naive,
0:47:38 > 0:47:41'there's a lot I need to put in place for Maiya,
0:47:41 > 0:47:46'with the sign language and possibly a deaf school.'
0:47:46 > 0:47:49And now I've changed my mind again and I want to go,
0:47:49 > 0:47:53I'm 100% sure, down the cochlear route.
0:47:55 > 0:47:58I'm bringing her up this way, this is the way she's going to be
0:47:58 > 0:48:02because of her upbringing, just like I am the way I am
0:48:02 > 0:48:04because of the way my parents brought me up.
0:48:04 > 0:48:08I don't want Maiya to have a cochlear implant now
0:48:08 > 0:48:10because she's doing so well.
0:48:10 > 0:48:14What we're hoping, which is very possible,
0:48:14 > 0:48:17that she can get to maybe eight or nine years old,
0:48:17 > 0:48:19where she understands it a lot more
0:48:19 > 0:48:21and would want to have one, to help her hearing.
0:48:21 > 0:48:24And that would be a better place to be for us.
0:48:25 > 0:48:29Regardless of what anyone from the Deaf community says,
0:48:29 > 0:48:32and I understand everyone has their own opinion,
0:48:32 > 0:48:36I cannot fathom for the life of me, and I've tried,
0:48:36 > 0:48:39that if sound is on offer why you wouldn't use it.
0:48:48 > 0:48:51Subtitles by Red Bee Media Ltd