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Archive programmes chosen by experts. | 0:00:04 | 0:00:06 | |
For this collection, Prof Alice Roberts has selected | 0:00:06 | 0:00:09 | |
a range of programmes to celebrate Horizon's 50th anniversary. | 0:00:09 | 0:00:13 | |
More Horizon programmes and other BBC Four Collections | 0:00:13 | 0:00:16 | |
are available on BBC iPlayer. | 0:00:16 | 0:00:18 | |
Oh, yes, I can hear if anybody is knocking on the front door. | 0:00:30 | 0:00:37 | |
I go to the door, I watch their mouths move. | 0:00:37 | 0:00:42 | |
HE MIMICS A PHONE RINGING | 0:00:42 | 0:00:44 | |
- Hello! - Hello! | 0:00:44 | 0:00:47 | |
THEY CHATTER | 0:00:47 | 0:00:50 | |
OK. Bye-bye. | 0:00:54 | 0:00:55 | |
I cannot hear the birds sing. | 0:00:55 | 0:00:58 | |
Early morning, the sunrise and the birds, the larks, the thrushes, | 0:01:00 | 0:01:05 | |
the jays, the finches, even. All of that. | 0:01:05 | 0:01:10 | |
To wake up in the morning and see the sun shining and hear those birds, | 0:01:10 | 0:01:14 | |
it must be a wonderful, wonderful thing. | 0:01:14 | 0:01:17 | |
THEY CHAT | 0:01:25 | 0:01:27 | |
'If you're lucky, you can probably hear what everyone is saying. | 0:01:27 | 0:01:31 | |
'With too many voices, you're able to concentrate on one of them.' | 0:01:31 | 0:01:35 | |
..Saying that it's not a good spot, | 0:01:36 | 0:01:38 | |
because they're going to be limited for playground space. | 0:01:38 | 0:01:41 | |
'Some say the ability to hear human speech is our most precious gift. | 0:01:41 | 0:01:46 | |
'Equally important is the ability to pick it out from other sounds.' | 0:01:46 | 0:01:51 | |
...right outside and they have their lunches all laid out | 0:01:51 | 0:01:54 | |
and the lunch ladies come and... | 0:01:54 | 0:01:56 | |
'But for the deaf, it's very different.' | 0:01:56 | 0:01:58 | |
SILENCE | 0:01:58 | 0:02:00 | |
'Nearly all of us are born with virtually perfect hearing.' | 0:02:05 | 0:02:09 | |
SHIP SIREN BLARES | 0:02:09 | 0:02:12 | |
'The baby easily hears the low frequency of a ship's siren. | 0:02:12 | 0:02:16 | |
'It also picks up the high-pitched | 0:02:16 | 0:02:19 | |
'squeaking of a bat at a very high frequency.' | 0:02:19 | 0:02:21 | |
'But as we get older, our hearing ability begins to fall off, | 0:02:23 | 0:02:27 | |
'particularly with high frequencies.' SHIP SOUNDS LESS AUDIBLE | 0:02:27 | 0:02:32 | |
VOLUME INCREASES | 0:02:32 | 0:02:34 | |
'We can still hear the ship, but many of us can't hear a bat, | 0:02:34 | 0:02:37 | |
'however loud it squeaks.' | 0:02:37 | 0:02:39 | |
SQUEAKING | 0:02:39 | 0:02:41 | |
'To hear bats may not matter, but to hear speech does. | 0:02:42 | 0:02:45 | |
'In the whole range of sound - low frequency, top left, | 0:02:45 | 0:02:49 | |
'high, top right and loudest at the bottom - | 0:02:49 | 0:02:51 | |
'speech is bang in the middle. | 0:02:51 | 0:02:53 | |
'It's neither very high- nor low-frequency, nor very loud, | 0:02:53 | 0:02:57 | |
'but for normal life, it's vital to hear it. | 0:02:57 | 0:03:00 | |
'Normal adults have no difficulty, but if you're deaf, | 0:03:00 | 0:03:03 | |
'the curtain of silence cuts you off from speech.' | 0:03:03 | 0:03:06 | |
'Degrees of deafness are plotted on audiograms. | 0:03:09 | 0:03:12 | |
'Old people often show some hearing at low frequencies on the left, | 0:03:12 | 0:03:15 | |
'but little at high ones on the right. | 0:03:15 | 0:03:18 | |
'This person could hear about half the range of human speech, | 0:03:18 | 0:03:22 | |
'but would miss any high notes.' | 0:03:22 | 0:03:24 | |
'Audiograms chart the hearing in each ear separately, | 0:03:26 | 0:03:29 | |
'as it can vary considerably. | 0:03:29 | 0:03:31 | |
'This is what your audiogram should look like if you haven't had to turn | 0:03:31 | 0:03:34 | |
'up the volume on your set and your hearing's really good. | 0:03:34 | 0:03:38 | |
'You should hear everything from the quietest squeak | 0:03:38 | 0:03:40 | |
'to the most distant thunder. | 0:03:40 | 0:03:43 | |
'This is the chart of a deaf child. Normal speech is way above his range. | 0:03:43 | 0:03:47 | |
'Here's another who can barely hear even the very loudest noises. | 0:03:47 | 0:03:51 | |
'Even with two hearing aids blasting in, | 0:03:52 | 0:03:55 | |
'such a child lives in a world of distant rumbles. | 0:03:55 | 0:03:58 | |
'They look normal, noisy, happy children. Certainly they're happy, | 0:04:00 | 0:04:04 | |
'but none of them hear any of the noise they're making.' | 0:04:04 | 0:04:08 | |
Find a bowl. Yes, you've to find a bowl first. | 0:04:13 | 0:04:16 | |
'In class, their lessons are at full volume in the hope that | 0:04:16 | 0:04:20 | |
'something gets through. This is probably all they hear. | 0:04:20 | 0:04:23 | |
TEACHER IS BARELY AUDIBLE | 0:04:23 | 0:04:25 | |
'It's no ordinary lesson. They are learning to lip read, to understand | 0:04:28 | 0:04:32 | |
'the meaning behind flickering lips. | 0:04:32 | 0:04:34 | |
'For without some form of language, there is | 0:04:34 | 0:04:37 | |
'little hope of gaining any of the knowledge we take for granted. | 0:04:37 | 0:04:40 | |
'To teach these children involves incredible patience. | 0:04:40 | 0:04:44 | |
'Only when the child can lip read or relate any faint sounds with speech, | 0:04:44 | 0:04:48 | |
'will it begin to understand the importance of language | 0:04:48 | 0:04:51 | |
'and attempt to reply in words it will never hear.' | 0:04:51 | 0:04:54 | |
'Earphones help, for very few children are totally deaf.' | 0:04:55 | 0:04:58 | |
I had a green bowl. And I put some... | 0:04:58 | 0:05:01 | |
'If any sound at all gets through, it encourages the child to listen | 0:05:01 | 0:05:05 | |
'harder, often causing a slight improvement in hearing and | 0:05:05 | 0:05:09 | |
'when you're deaf, any improvement, however small, means a lot. | 0:05:09 | 0:05:13 | |
'We sympathise with such children, | 0:05:13 | 0:05:15 | |
'because we can see their hearing aids, | 0:05:15 | 0:05:17 | |
'but no young man wants to reveal he's deaf, he's disabled. | 0:05:17 | 0:05:21 | |
'We tend to sympathise with the disabilities we can see. | 0:05:21 | 0:05:25 | |
'The white stick becomes a cry for help | 0:05:25 | 0:05:27 | |
'when you see a blind person approaching heavy traffic.' | 0:05:27 | 0:05:30 | |
CAR HORNS TOOT | 0:05:33 | 0:05:35 | |
'We give more than ten times as much to | 0:05:41 | 0:05:43 | |
'charities for the blind as for the deaf. | 0:05:43 | 0:05:47 | |
'But if this girl were deaf, | 0:05:47 | 0:05:49 | |
'she might be equally at risk from the fast car she hadn't heard, | 0:05:49 | 0:05:53 | |
'but no-one would have helped, no-one would have known.' | 0:05:53 | 0:05:56 | |
'Even what are still probably the most neglected people among us, | 0:06:01 | 0:06:04 | |
'the old, get some help, some understanding. | 0:06:04 | 0:06:07 | |
'But if you're old and deaf, as millions are, you're very likely to | 0:06:07 | 0:06:10 | |
'be treated as either stupid or an annoying embarrassment. | 0:06:10 | 0:06:15 | |
'When did you last see this sign? Probably never. | 0:06:15 | 0:06:18 | |
'It could help us to help the deaf, | 0:06:18 | 0:06:20 | |
'but do you blame the deaf for only rarely branding themselves with it? | 0:06:20 | 0:06:25 | |
'For many, the badge of deafness is the hearing aid, | 0:06:25 | 0:06:29 | |
'yet, in some ways, their wearers are the lucky majority. | 0:06:29 | 0:06:32 | |
'They at least hear something. Others are less fortunate. | 0:06:32 | 0:06:36 | |
'Sound enters our ear as a complex set of ripples in the air. | 0:06:36 | 0:06:39 | |
'It's channelled by the ear into a tiny living instrument | 0:06:39 | 0:06:43 | |
'of incredible sensitivity. | 0:06:43 | 0:06:45 | |
'At the end of the passage is the eardrum, which converts | 0:06:45 | 0:06:47 | |
'the vibrations of sound in the air into mechanical movement.' | 0:06:47 | 0:06:51 | |
'Attached to the drum are three minute bones, the hammer, | 0:06:55 | 0:06:58 | |
'anvil and stirrup. | 0:06:58 | 0:07:00 | |
'There in the middle ear, the physical joints | 0:07:00 | 0:07:03 | |
'which relay to the brain | 0:07:03 | 0:07:05 | |
'both the squeak of a bat and the explosion of a bomb. | 0:07:05 | 0:07:09 | |
'If you hear these words, | 0:07:09 | 0:07:11 | |
'your middle ear is vibrating with similar activity, but if you can't, | 0:07:11 | 0:07:15 | |
'the bones may have become ossified and stilled to silence. | 0:07:15 | 0:07:18 | |
'This particular deafness can be cured. | 0:07:18 | 0:07:21 | |
'The operation involves great dexterity, | 0:07:21 | 0:07:24 | |
'working under the microscope. | 0:07:24 | 0:07:26 | |
'The cavity of the middle ear is penetrated to remove the stirrup.' | 0:07:26 | 0:07:29 | |
'It's replaced by a tiny plastic piston. | 0:07:35 | 0:07:38 | |
'This operation has given thousands a new chance to hear, | 0:07:38 | 0:07:42 | |
'but that's only a fraction of those suffering other forms of deafness.' | 0:07:42 | 0:07:46 | |
'It enables the vibrations of the middle ear | 0:07:48 | 0:07:50 | |
'to pass into the inner ear, | 0:07:50 | 0:07:51 | |
'a shell-like receiver, smaller than a pea, | 0:07:51 | 0:07:54 | |
'which captures every sound you will ever hear. | 0:07:54 | 0:07:57 | |
'The inner ear is like a spiral corridor | 0:07:57 | 0:07:59 | |
'edged with microscopic hairs, | 0:07:59 | 0:08:01 | |
'each of which somehow senses the frequency and volume of sound, | 0:08:01 | 0:08:05 | |
'resonates with it and relays it to the brain. | 0:08:05 | 0:08:08 | |
'The tragedy is, that though we know what the inner ear does, | 0:08:08 | 0:08:11 | |
'no-one is certain about precisely how it works. | 0:08:11 | 0:08:15 | |
'Until they are, no-one can repair any suspected faults inside it. | 0:08:15 | 0:08:19 | |
'For the time being, | 0:08:19 | 0:08:20 | |
'its tiny confines are beyond the reach of medical practice. | 0:08:20 | 0:08:23 | |
'For the deaf person who hasn't learned to speak, | 0:08:23 | 0:08:26 | |
'this is the easiest way of talking. It's slow | 0:08:26 | 0:08:29 | |
'and few hearing people understand sign language.' | 0:08:29 | 0:08:32 | |
'Even slower is spelling each word letter by letter. | 0:08:40 | 0:08:44 | |
'To spell this fast takes practice. | 0:08:44 | 0:08:46 | |
'At this speed, not even many experts can decipher what is being spelt, | 0:08:46 | 0:08:50 | |
'but compared with speech, it's pathetically slow.' | 0:08:50 | 0:08:53 | |
'Many of these children are potentially very bright indeed. | 0:08:59 | 0:09:03 | |
'Their tragedy is that they have to spend much of the time | 0:09:03 | 0:09:06 | |
'when their minds are most receptive, learning speech | 0:09:06 | 0:09:09 | |
'which other children, however dim, take for granted. | 0:09:09 | 0:09:12 | |
'Such a delay is often a major educational handicap. | 0:09:12 | 0:09:16 | |
'It makes early detection of deafness essential. | 0:09:16 | 0:09:19 | |
'Adam's parents suspected something was wrong | 0:09:19 | 0:09:21 | |
'and their doctor referred them to this clinic in Manchester, | 0:09:21 | 0:09:24 | |
'where a precise measure of the degree of his deafness | 0:09:24 | 0:09:26 | |
'is to be taken.' | 0:09:26 | 0:09:28 | |
All right? Good. | 0:09:28 | 0:09:29 | |
- I think that's OK. - There we are. | 0:09:29 | 0:09:31 | |
'A two-year-old can't tell you about what he can't hear, | 0:09:31 | 0:09:36 | |
'so special equipment is used to check | 0:09:36 | 0:09:38 | |
'if the mechanism of the middle ear | 0:09:38 | 0:09:40 | |
'is relaying sound vibrations properly. | 0:09:40 | 0:09:43 | |
'The graph of sound bounced back from the ear showed that the middle ear | 0:09:43 | 0:09:47 | |
'was working normally, so the problem lay with the inner ear. | 0:09:47 | 0:09:51 | |
'Unfortunately, many deaf children | 0:09:51 | 0:09:54 | |
'are not diagnosed before the age of two, | 0:09:54 | 0:09:56 | |
'the critical period for learning speech. | 0:09:56 | 0:09:59 | |
'As a result, they may be retarded | 0:09:59 | 0:10:01 | |
'and the longer the delay in finding them, | 0:10:01 | 0:10:03 | |
'the worse the handicap.' | 0:10:03 | 0:10:06 | |
That's fine. There. Good. | 0:10:06 | 0:10:09 | |
That's it! That's a good boy! We'll put this one. Here you are. | 0:10:09 | 0:10:13 | |
Let's put that one. | 0:10:13 | 0:10:14 | |
'The child is now exposed to various sounds, all of which have been | 0:10:14 | 0:10:17 | |
'previously checked to determine their exact frequency. | 0:10:17 | 0:10:21 | |
'The object is to see which he can hear | 0:10:21 | 0:10:23 | |
'and if both ears are working equally well.' | 0:10:23 | 0:10:25 | |
We've got that one. It goes like that. | 0:10:26 | 0:10:28 | |
Let's try some sounds a wee bit louder now. All right? | 0:10:28 | 0:10:33 | |
HE CLAPS Bump. There, like that. That's right. | 0:10:33 | 0:10:36 | |
That's right. Terry. TAPPING | 0:10:37 | 0:10:41 | |
Very good. | 0:10:43 | 0:10:44 | |
'It's a very skilled job. | 0:10:44 | 0:10:45 | |
'The child's attention must be held all the time to be certain | 0:10:45 | 0:10:48 | |
'he's only distracted by the specific sound under study.' | 0:10:48 | 0:10:51 | |
CUP TAPS | 0:10:53 | 0:10:56 | |
'Few ordinary hospital outpatient departments have time or staff | 0:10:59 | 0:11:03 | |
'to give every child this kind of attention.' | 0:11:03 | 0:11:05 | |
What's this one? Make it go like this. | 0:11:05 | 0:11:08 | |
'Now, they try his response to speech.' | 0:11:08 | 0:11:11 | |
Baba. Baba. | 0:11:11 | 0:11:12 | |
Baba! BABA! | 0:11:13 | 0:11:15 | |
'His better ear has picked it up.' | 0:11:15 | 0:11:18 | |
- Once again. To your right. - Hello. Hello! | 0:11:18 | 0:11:20 | |
There we are. | 0:11:20 | 0:11:21 | |
'Now they try a pure tone device.' | 0:11:21 | 0:11:24 | |
THE DEVICE BEEPS | 0:11:24 | 0:11:26 | |
BEEPS GET LOUDER | 0:11:29 | 0:11:32 | |
'Again, his better ear detects the sound first.' | 0:11:32 | 0:11:35 | |
There was the build-up. That's right. | 0:11:35 | 0:11:37 | |
HE BLOWS A WHISTLE | 0:11:37 | 0:11:41 | |
Hey. Here. Watch. | 0:11:41 | 0:11:43 | |
'All the time, his attention must be held.' | 0:11:44 | 0:11:46 | |
He's doing very well. | 0:11:46 | 0:11:48 | |
We'll make this one go, let's make this one go round. | 0:11:48 | 0:11:52 | |
Make it go round and round. | 0:11:52 | 0:11:54 | |
THE DEVICE BEEPS | 0:11:57 | 0:12:00 | |
Yes. BEEPING | 0:12:06 | 0:12:08 | |
Yes. Still the left is dominant. Hey, there we are! | 0:12:08 | 0:12:12 | |
HE BLOWS Like that. Make it go there. | 0:12:12 | 0:12:17 | |
HE TAPS THE XYLOPHONE | 0:12:17 | 0:12:19 | |
'Such testing takes hours of patient, skilled work. | 0:12:19 | 0:12:24 | |
'In Britain, it's a lottery whether you live near one of the few centres | 0:12:24 | 0:12:26 | |
'with either the equipment or the gifted staff to guarantee that | 0:12:26 | 0:12:30 | |
'a child's deafness is detected early. | 0:12:30 | 0:12:33 | |
'Too many children slip through the net.' | 0:12:33 | 0:12:35 | |
Still, the turn tends to be on the right. | 0:12:35 | 0:12:37 | |
'This family were lucky. | 0:12:40 | 0:12:42 | |
'They live near Manchester where they can bring their daughter Claire | 0:12:42 | 0:12:45 | |
'to one of the best hearing centres in the country. | 0:12:45 | 0:12:47 | |
'Claire 's deafness was detected quite early and although, at four, | 0:12:51 | 0:12:55 | |
'she's still too young for a special school, her parents | 0:12:55 | 0:12:58 | |
'can come to this clinic with her to learn to teach her lip-reading | 0:12:58 | 0:13:01 | |
'and even the rudiments of speech, | 0:13:01 | 0:13:03 | |
'for every second counts for the developing child. | 0:13:03 | 0:13:06 | |
'First, a routine check to confirm her degree of hearing loss. | 0:13:09 | 0:13:13 | |
'The test shows how loud various sound frequencies have to be | 0:13:16 | 0:13:20 | |
'before she hears them. For Claire, it's a game. | 0:13:20 | 0:13:23 | |
'She put a ball on a stick when she hears something.' | 0:13:23 | 0:13:27 | |
Wait and listen. Wait and listen. | 0:13:30 | 0:13:32 | |
I've got the boost on. We'll start at 250. | 0:13:34 | 0:13:39 | |
LOW-PITCHED SOUND PLAYS Good girl. Wait and listen. | 0:13:39 | 0:13:45 | |
HIGHER-PITCHED SOUND PLAYS | 0:13:45 | 0:13:48 | |
Good. We've got a threshold response there. | 0:13:50 | 0:13:54 | |
'Catching that threshold response was important. | 0:13:54 | 0:13:56 | |
'It marked the precise volume | 0:13:57 | 0:13:58 | |
'at which Claire just perceived the sound. | 0:13:58 | 0:14:01 | |
'In the future, that volume intensity will be tested again to see | 0:14:01 | 0:14:04 | |
'if it's got lower and if, therefore, her hearing is getting better. | 0:14:04 | 0:14:07 | |
HIGH-PITCHED SOUND PLAYS | 0:14:07 | 0:14:09 | |
Right, good girl. That's right. | 0:14:09 | 0:14:12 | |
'This is what it's like now. | 0:14:12 | 0:14:13 | |
'A few years ago, she'd have been called deaf and dumb. | 0:14:13 | 0:14:16 | |
'Detected young, she'll have a good chance of speaking normally. | 0:14:16 | 0:14:20 | |
'Claire is now presented with objects, each verbally identified. | 0:14:20 | 0:14:25 | |
'The tester will then make sure that Claire can't hear him | 0:14:25 | 0:14:28 | |
'and check whether she's really begun to lip-read.' | 0:14:28 | 0:14:31 | |
What's that one? SHE RESPONDS | 0:14:31 | 0:14:32 | |
Spoon. That's right. | 0:14:32 | 0:14:34 | |
And that is a...? | 0:14:34 | 0:14:35 | |
SHE RESPONDS Brick. | 0:14:35 | 0:14:37 | |
What's that? Have a look. | 0:14:37 | 0:14:41 | |
SHE RESPONDS | 0:14:41 | 0:14:43 | |
A shoe. And a...? | 0:14:43 | 0:14:45 | |
Glove. | 0:14:45 | 0:14:48 | |
- Mmmou... - Mouse. Yes. | 0:14:48 | 0:14:51 | |
Now, then. OK. Now, then, look. Let's get your finger. | 0:14:51 | 0:14:57 | |
You show me. You show me. Where is the fish? | 0:14:57 | 0:15:01 | |
That's a good girl. Watch. Where is the shoe? | 0:15:04 | 0:15:08 | |
That's a good girl. Where is the spoon? | 0:15:12 | 0:15:17 | |
Good girl. Show me the house. | 0:15:20 | 0:15:24 | |
That's right. You listen. You listen. | 0:15:24 | 0:15:27 | |
SHOUTS: Where's the house?! Where's the house?! | 0:15:29 | 0:15:34 | |
NORMAL VOLUME: Where's the house? | 0:15:34 | 0:15:37 | |
'She's lip-reading.' | 0:15:37 | 0:15:39 | |
OK, listen. | 0:15:39 | 0:15:41 | |
SHOUTS: Where's the brick? Show me the brick! | 0:15:41 | 0:15:43 | |
NORMAL VOLUME: Show me the brick. | 0:15:45 | 0:15:47 | |
Show me the brick. | 0:15:50 | 0:15:51 | |
'Lip-reading is vital. | 0:15:51 | 0:15:53 | |
'These parents are getting one of their first lessons in how to teach | 0:15:53 | 0:15:56 | |
'the skill to their 18-month-old daughter, Tracey. | 0:15:56 | 0:15:59 | |
'It demands very special techniques.' | 0:15:59 | 0:16:01 | |
No. Pull. No. Pull. There's the man. That's the man. | 0:16:01 | 0:16:08 | |
Now, I will roll the man to you. I will roll him to you. Hands ready. | 0:16:08 | 0:16:11 | |
Come on. Let's get your hands ready. That's right. Hands ready. | 0:16:11 | 0:16:15 | |
There we are. Now, then, I will roll the man to you. Here he comes. | 0:16:15 | 0:16:19 | |
I will roll him. There we are. There. There. Now, there. Yes. | 0:16:19 | 0:16:25 | |
Those are his eyes. Those are his eyes. Now put him in your hand. | 0:16:25 | 0:16:30 | |
There, like that. But I want to take them off. Let's switch off. | 0:16:30 | 0:16:33 | |
That's it. Now, let's take them off. | 0:16:33 | 0:16:36 | |
Take it off like that. That's right. | 0:16:36 | 0:16:38 | |
And we sit on Mummy's knee. Come on. Sit on Mummy's knee. | 0:16:38 | 0:16:42 | |
Right, you take her on her knee, on your knee. | 0:16:42 | 0:16:45 | |
That's good. That's fine. Lovely. | 0:16:45 | 0:16:46 | |
Now, then... | 0:16:46 | 0:16:48 | |
It isn't automatic that a child | 0:16:48 | 0:16:51 | |
or a person who has a hearing loss | 0:16:51 | 0:16:53 | |
automatically lip-reads. They've got to be helped. | 0:16:53 | 0:16:55 | |
They've got to be taught on this one, all right? | 0:16:55 | 0:16:58 | |
Now, I did certain things while I was getting her to watch me. | 0:16:58 | 0:17:02 | |
For one thing, I held items close to my mouth. They were there. | 0:17:02 | 0:17:07 | |
So that the item is seen and so is the pattern on the lips, | 0:17:07 | 0:17:10 | |
and it's really not just the pattern on the lips, | 0:17:10 | 0:17:13 | |
it's the whole expression. | 0:17:13 | 0:17:14 | |
So, I spoke about the man. Here's the man. I will roll the man to you. | 0:17:14 | 0:17:20 | |
And when I was doing this, I had it there, | 0:17:20 | 0:17:24 | |
I didn't have it three inches away, that makes a difference. | 0:17:24 | 0:17:27 | |
If I move that item, even if looks a short distance, but move it away, | 0:17:27 | 0:17:33 | |
and a child will follow the item. That's the interest factor. | 0:17:33 | 0:17:37 | |
And so she's not watching your lips. So I want it there. | 0:17:37 | 0:17:40 | |
I want it either there or there. But not there. | 0:17:40 | 0:17:44 | |
Now this is the other danger you've got to watch. | 0:17:44 | 0:17:47 | |
When you're talking to her and saying, "Here's the man, | 0:17:47 | 0:17:49 | |
"do you want the man, Tracey?" | 0:17:49 | 0:17:51 | |
We are blocking the pattern. | 0:17:51 | 0:17:54 | |
No, I want it there or there. I didn't do this. Here's the man. | 0:17:54 | 0:18:00 | |
I'll roll the man to you. | 0:18:00 | 0:18:02 | |
Because if I had have done, I'd have lost something. | 0:18:02 | 0:18:06 | |
And I want to get in as much as I can in this situation. | 0:18:06 | 0:18:09 | |
That's a green bus. Green like that. Isn't it? What colour is that? | 0:18:09 | 0:18:15 | |
Green. Green. It's green. Yes. The Bury bus is a green bus. | 0:18:15 | 0:18:21 | |
'Claire's mother has already mastered such basic essentials | 0:18:22 | 0:18:24 | |
'and is now learning how to encourage Claire to reply | 0:18:25 | 0:18:27 | |
'while teaching her spatial concepts with toys and games.' | 0:18:27 | 0:18:31 | |
Yes. CLAIRE IMPERSONATES A BUS | 0:18:31 | 0:18:33 | |
Can you put it on the picture? Can you find the space for it? | 0:18:33 | 0:18:37 | |
CLAIRE RESPONDS | 0:18:37 | 0:18:40 | |
Oh, it doesn't fit in there! | 0:18:40 | 0:18:42 | |
That's right. Press it. Press it down. | 0:18:42 | 0:18:46 | |
Make sure it's in properly. | 0:18:46 | 0:18:48 | |
CLAIRE MIMICS SOME SOUNDS | 0:18:49 | 0:18:51 | |
It's in properly. | 0:18:51 | 0:18:52 | |
Good. Now, can we take this point up here? | 0:18:52 | 0:18:54 | |
We've talked about the front wheel. | 0:18:54 | 0:18:56 | |
And we've talked about the back wheel. | 0:18:56 | 0:18:59 | |
Now let's take this a step further | 0:18:59 | 0:19:01 | |
and talk about something in front of the bus, the car, | 0:19:01 | 0:19:04 | |
and then for the next one, something behind the bus, all right? | 0:19:04 | 0:19:08 | |
- Yes, I see, yes. - At the back. | 0:19:08 | 0:19:10 | |
I know, we'll find something else. In the bag. | 0:19:10 | 0:19:14 | |
Something that goes in front of the bus. What do you think it is? | 0:19:14 | 0:19:19 | |
- Ah! - You think it's the car? | 0:19:19 | 0:19:21 | |
Do you think...? | 0:19:21 | 0:19:23 | |
- A lorry! - A lorry?! | 0:19:23 | 0:19:25 | |
Oh, no, where's the lorry? | 0:19:25 | 0:19:27 | |
That goes BEHIND the bus. | 0:19:29 | 0:19:31 | |
'Claire's lucky, she's now got a place | 0:19:31 | 0:19:33 | |
'at this special school in Southport, | 0:19:33 | 0:19:35 | |
'regarded by many experts as being | 0:19:35 | 0:19:37 | |
'one of the best of its type in the country. | 0:19:37 | 0:19:39 | |
'Several thousands are less fortunate, | 0:19:39 | 0:19:41 | |
'going to schools generally agreed as less well-equipped, | 0:19:41 | 0:19:44 | |
'less able to give the essential, individual tuition, without which, | 0:19:44 | 0:19:48 | |
'the deaf child will be unable to cope with the hearing world. | 0:19:48 | 0:19:52 | |
'These children desperately need all of the help we can give them. | 0:19:52 | 0:19:55 | |
'Too often, they don't get it. | 0:19:55 | 0:19:57 | |
'This little boy's audiogram shows he can barely hear anything at all, | 0:19:58 | 0:20:02 | |
'certainly no speech. | 0:20:02 | 0:20:04 | |
'Unlike Claire, he's had no help with speech until now | 0:20:04 | 0:20:07 | |
'and he's already five years old. | 0:20:07 | 0:20:09 | |
'The headphones relay speech at high volume, | 0:20:10 | 0:20:12 | |
'taking maximum advantage of whatever hearing he may have, however little.' | 0:20:12 | 0:20:17 | |
Let's have a look at your home book. | 0:20:17 | 0:20:19 | |
See if you can tell me what you were doing at the weekend. | 0:20:19 | 0:20:21 | |
You tell me about that. Who's that? | 0:20:21 | 0:20:23 | |
- Dog. - Yes, whose dog is it? | 0:20:23 | 0:20:26 | |
UNCLEAR | 0:20:26 | 0:20:28 | |
Who was catching it? | 0:20:33 | 0:20:34 | |
- The dog was catching it. - (UNCLEAR) Dog. | 0:20:35 | 0:20:38 | |
The dog was catching the ball, yes. | 0:20:38 | 0:20:40 | |
- Ball. - Yes, what colour was that? | 0:20:41 | 0:20:44 | |
'This book, the work of parents and child, | 0:20:44 | 0:20:47 | |
'tells what the child has been up to at home, | 0:20:48 | 0:20:50 | |
'a great help to a teacher making conversation.' | 0:20:50 | 0:20:52 | |
- Not a big one. It was a small one. - Small. | 0:20:52 | 0:20:55 | |
What colour was the ball? | 0:20:56 | 0:20:58 | |
'The child must be exposed to absolutely normal speech | 0:20:58 | 0:21:02 | |
'with natural rhythms. | 0:21:02 | 0:21:04 | |
'The over-emphasis we tend to use | 0:21:04 | 0:21:05 | |
'teaching hearing children to pronounce words | 0:21:05 | 0:21:08 | |
'just adds to a deaf child's difficulty.' | 0:21:08 | 0:21:11 | |
What's your dog's name? | 0:21:11 | 0:21:13 | |
UNCLEAR | 0:21:13 | 0:21:15 | |
Yes, he was catching the ball. What's the dog's name? | 0:21:19 | 0:21:22 | |
He's called Frenchy. You say, "My dog's called Frenchy." | 0:21:25 | 0:21:29 | |
UNCLEAR | 0:21:29 | 0:21:32 | |
And you were playing with Frenchy. | 0:21:33 | 0:21:35 | |
UNCLEAR | 0:21:36 | 0:21:39 | |
You say, "I was throwing the ball..." | 0:21:39 | 0:21:41 | |
'Teaching the deaf can be most frustrating, | 0:21:41 | 0:21:44 | |
'for often, its benefits will only be seen years later by another teacher.' | 0:21:44 | 0:21:48 | |
UNCLEAR | 0:21:50 | 0:21:52 | |
Those are fireworks. Who is that? | 0:21:53 | 0:21:55 | |
UNCLEAR | 0:21:55 | 0:21:57 | |
Fireworks. | 0:22:00 | 0:22:01 | |
Let's have a look. | 0:22:02 | 0:22:03 | |
We're going to have a look at what we brought to school... | 0:22:04 | 0:22:06 | |
'Individual tuition is the ideal, | 0:22:06 | 0:22:08 | |
'though much can be achieved with small groups. | 0:22:08 | 0:22:11 | |
'But here again, there are too few schools like this, | 0:22:11 | 0:22:14 | |
'too few classes sufficiently small and too few teachers | 0:22:14 | 0:22:18 | |
'either capable or unselfish enough | 0:22:18 | 0:22:20 | |
'to wait months for seemingly minimal results.' | 0:22:20 | 0:22:22 | |
Sit down. | 0:22:22 | 0:22:24 | |
That's a good boy. You smell. | 0:22:24 | 0:22:27 | |
It makes a dust. It's old paint. | 0:22:29 | 0:22:32 | |
It was stuck onto the brush. | 0:22:33 | 0:22:35 | |
I think your daddy didn't clean it properly. | 0:22:35 | 0:22:37 | |
Sean, you say, "It makes a dust." | 0:22:39 | 0:22:41 | |
It makes dust. | 0:22:41 | 0:22:42 | |
Yes, it's a very dusty brush. | 0:22:42 | 0:22:44 | |
Your daddy didn't clean it properly, did he? | 0:22:46 | 0:22:48 | |
My daddy... (UNCLEAR) ..brush. | 0:22:48 | 0:22:51 | |
Yes. What's this one? What's this? | 0:22:51 | 0:22:54 | |
It's a toothbrush. A toothbrush. | 0:22:55 | 0:22:58 | |
What colour is it, Sarah? | 0:22:58 | 0:22:59 | |
A red one. Yes, it's a red toothbrush. | 0:23:01 | 0:23:03 | |
Sean? Are you looking? | 0:23:03 | 0:23:06 | |
All right. | 0:23:06 | 0:23:07 | |
All right, just look at the toothbrushes. | 0:23:07 | 0:23:10 | |
UNCLEAR | 0:23:10 | 0:23:12 | |
That's like a little toothbrush, isn't it? | 0:23:12 | 0:23:15 | |
Yours is at home. You say, | 0:23:17 | 0:23:19 | |
"My toothbrush is at home." | 0:23:19 | 0:23:22 | |
Yes, that's right. Let him have yours. | 0:23:22 | 0:23:25 | |
Let's have yours. That's right. | 0:23:25 | 0:23:27 | |
Now, let's have a look at the colours. | 0:23:27 | 0:23:30 | |
What colour is that one, Darren? | 0:23:30 | 0:23:32 | |
UNCLEAR It's blue. | 0:23:32 | 0:23:34 | |
- What colour is this one? - Blue. | 0:23:34 | 0:23:37 | |
It's pale blue. Pale blue. | 0:23:37 | 0:23:40 | |
What colour is this one? | 0:23:40 | 0:23:42 | |
- Pink. - Pink. | 0:23:42 | 0:23:44 | |
Yes, and that one is...? | 0:23:44 | 0:23:46 | |
- Red. - Red. | 0:23:46 | 0:23:48 | |
It's your toothbrush, isn't it? | 0:23:48 | 0:23:50 | |
It's a red one. | 0:23:50 | 0:23:52 | |
Carl... | 0:23:52 | 0:23:54 | |
'Only when the teacher has improved their speech and lip-reading | 0:23:54 | 0:23:57 | |
'can she begin their wider education. | 0:23:57 | 0:23:59 | |
'It's laborious and critics say the children would be happier | 0:23:59 | 0:24:02 | |
'with sign language. | 0:24:02 | 0:24:04 | |
'But then, there'd be no chance of coming to terms | 0:24:04 | 0:24:06 | |
'with us, the hearing world.' | 0:24:06 | 0:24:08 | |
All right. | 0:24:08 | 0:24:09 | |
'These are some of the more senior pupils. | 0:24:12 | 0:24:14 | |
'They hear nothing, but by now can talk remarkably clearly, | 0:24:14 | 0:24:17 | |
'even in the presence of their headmaster.' | 0:24:17 | 0:24:20 | |
..Arranged a football match. It was Manchester who played Derby County. | 0:24:20 | 0:24:24 | |
I thought it was a good game. | 0:24:24 | 0:24:26 | |
They won 4-0. | 0:24:26 | 0:24:27 | |
I've never seen a game like that before, they all played well. | 0:24:28 | 0:24:31 | |
He was married in St Helen's. | 0:24:33 | 0:24:35 | |
Got married at three o'clock. | 0:24:35 | 0:24:37 | |
Married with Ann, who used to be here. | 0:24:37 | 0:24:40 | |
TEACHER: Ann McDermott, yes. | 0:24:40 | 0:24:41 | |
And, er... | 0:24:41 | 0:24:43 | |
There were 80 people in the reception in the afternoon. | 0:24:44 | 0:24:48 | |
- And 150 in the evening. - 150? | 0:24:48 | 0:24:51 | |
- What did you have in the evening? - A party, dance. | 0:24:51 | 0:24:54 | |
A party and dance? | 0:24:54 | 0:24:56 | |
I see, and then what happened after that? | 0:24:56 | 0:24:58 | |
- We went home. - You went to...? | 0:24:58 | 0:25:00 | |
I went home... | 0:25:01 | 0:25:02 | |
'It's difficult for us hearing people to begin to understand | 0:25:02 | 0:25:05 | |
'quite what an achievement for a deaf person speech is, however faltering.' | 0:25:05 | 0:25:09 | |
Yeah... | 0:25:09 | 0:25:11 | |
'The deaf can't even tell if they are shouting or whispering. | 0:25:11 | 0:25:14 | |
'That too can be embarrassing.' | 0:25:14 | 0:25:16 | |
Outside St Helen's... | 0:25:16 | 0:25:17 | |
'Ken Skarratt has been totally deaf from 18 months old. | 0:25:17 | 0:25:21 | |
'We asked him about those early days.' | 0:25:21 | 0:25:24 | |
I remember very distinctly | 0:25:24 | 0:25:26 | |
my parents being very, very concerned about my deafness. | 0:25:26 | 0:25:29 | |
And they took me to several specialists. | 0:25:29 | 0:25:33 | |
I have vivid memories of this. | 0:25:33 | 0:25:35 | |
Because they kept probing into my ear and it was frightening, | 0:25:35 | 0:25:40 | |
a very frightening experience at that time. | 0:25:40 | 0:25:43 | |
And of course I did eventually go to a normal school for children. | 0:25:45 | 0:25:50 | |
And I never got anywhere there at all. | 0:25:51 | 0:25:53 | |
And I did... | 0:25:53 | 0:25:55 | |
well, in fact I'm given to understand, | 0:25:55 | 0:25:58 | |
pick up a certain amount of lip-reading ability, | 0:25:58 | 0:26:01 | |
which proved very useful indeed to me. | 0:26:01 | 0:26:04 | |
And of course, later on, I was admitted | 0:26:05 | 0:26:08 | |
to a special school for deaf children. | 0:26:08 | 0:26:10 | |
And it was then that I began to make real progress. | 0:26:10 | 0:26:15 | |
'Frequently, too little progress can be made | 0:26:16 | 0:26:19 | |
'by any child with such educational handicaps. | 0:26:19 | 0:26:22 | |
'The emphasis in the outside world is on paper qualifications, | 0:26:22 | 0:26:25 | |
'hard to come by for children whose main struggle is learning to speak. | 0:26:25 | 0:26:29 | |
'Often very able mentally, they regularly find themselves | 0:26:29 | 0:26:33 | |
'limited to jobs well below their abilities. | 0:26:33 | 0:26:36 | |
'In our loquacious society, the deaf are linguistic lepers. | 0:26:37 | 0:26:40 | |
'Rarely can we be bothered to make that little extra effort | 0:26:40 | 0:26:43 | |
'in talking to them, trying to understand them. | 0:26:43 | 0:26:46 | |
'We give them the jobs we don't want. | 0:26:46 | 0:26:48 | |
'Having struggled into our world of speech, | 0:26:48 | 0:26:50 | |
'their opportunities are very limited.' | 0:26:50 | 0:26:53 | |
I am concerned at the moment | 0:26:53 | 0:26:56 | |
not only with the placement of deaf children | 0:26:56 | 0:27:00 | |
in jobs which are, at that time, commensurate with their ability. | 0:27:00 | 0:27:05 | |
But I'm very concerned at the opportunities | 0:27:05 | 0:27:09 | |
which are not given to the deaf. | 0:27:09 | 0:27:12 | |
The deaf can be given more opportunity to better themselves | 0:27:14 | 0:27:18 | |
in the industrial field. | 0:27:18 | 0:27:20 | |
I feel this very strongly. | 0:27:20 | 0:27:21 | |
Because many of them are doing jobs which are far below their potential, | 0:27:21 | 0:27:27 | |
when they can be doing something greater and more rewarding. | 0:27:27 | 0:27:32 | |
Not only to themselves financially, but to the rest of the deaf world. | 0:27:32 | 0:27:36 | |
MUSIC: Gudbuy T'Jane by Slade | 0:27:36 | 0:27:41 | |
'The cruel irony is that we hearing people live in a world | 0:27:48 | 0:27:52 | |
'we choose to make more and more deafening. | 0:27:52 | 0:27:54 | |
'This sound isn't too damaging in small doses, | 0:27:55 | 0:27:58 | |
'but many hours of it close to loudspeakers can ruin your hearing.' | 0:27:58 | 0:28:02 | |
# Goodbye to Jane Goodbye to Jane | 0:28:02 | 0:28:06 | |
# Painted up like a fancy young man | 0:28:06 | 0:28:09 | |
# She's a queen... # | 0:28:09 | 0:28:11 | |
'Far too many discotheques amplify sound to danger levels, | 0:28:11 | 0:28:15 | |
'with few, if any, breaks between numbers for the ear to recover.' | 0:28:15 | 0:28:18 | |
INDUSTRIAL DIN | 0:28:18 | 0:28:21 | |
'And if you spend your whole working life in this din, | 0:28:21 | 0:28:25 | |
'your hearing is almost certain to be damaged.' | 0:28:25 | 0:28:27 | |
REPETITIVE BANGING | 0:28:27 | 0:28:30 | |
'The human ear can often recover from brief exposures to noise, | 0:28:32 | 0:28:35 | |
'but long-term exposure gives no time for recovery. | 0:28:35 | 0:28:39 | |
'Aircraft noise, traffic noise, even excess pop music, | 0:28:39 | 0:28:43 | |
'they are our latest pollution. | 0:28:43 | 0:28:45 | |
'But it's constant noise like this that really gets you. | 0:28:45 | 0:28:48 | |
'Not mentally, but physically.' | 0:28:48 | 0:28:50 | |
GRINDING | 0:28:50 | 0:28:51 | |
'In remote parts of Africa, where the loudest normal sound is birdsong, | 0:28:54 | 0:28:59 | |
'recent research has discovered some alarming facts.' | 0:28:59 | 0:29:02 | |
BIRDSONG | 0:29:02 | 0:29:04 | |
'It was found here that deterioration of hearing as people get older | 0:29:04 | 0:29:08 | |
'hardly occurs at all. | 0:29:08 | 0:29:10 | |
'Children's hearing was compared with that of the most senior citizens. | 0:29:12 | 0:29:16 | |
'They were both excellent. | 0:29:16 | 0:29:18 | |
'Although it's not yet possible to say lack of noise is the reason, | 0:29:18 | 0:29:21 | |
'the implications for us are obvious.' | 0:29:21 | 0:29:23 | |
# I say you're so young | 0:29:23 | 0:29:26 | |
# You're so young... # | 0:29:26 | 0:29:28 | |
GRINDING | 0:29:31 | 0:29:34 | |
BANGING | 0:29:36 | 0:29:38 | |
'Loud noises can perforate the eardrum, | 0:29:40 | 0:29:42 | |
'but that nearly always heals up, | 0:29:42 | 0:29:44 | |
'unlike the inner ear where prolonged noise louder than 90 decibels | 0:29:44 | 0:29:48 | |
'can cause permanent damage. | 0:29:48 | 0:29:51 | |
'The inner ear is minute, only a fifth of an inch across. | 0:29:51 | 0:29:54 | |
'It contains 30,000 hair clusters like this, | 0:29:54 | 0:29:57 | |
'seen under the electron microscope. | 0:29:57 | 0:30:00 | |
'Each cluster senses a specific frequency, | 0:30:00 | 0:30:02 | |
'and for perfect hearing every single fibre is important. | 0:30:02 | 0:30:06 | |
'Whole areas of these tiny receptors can be knocked out for ever | 0:30:06 | 0:30:10 | |
'by sustained excess volume or a quick series of shocks. | 0:30:10 | 0:30:13 | |
'This damage was caused by listening to rifle shots.' | 0:30:13 | 0:30:17 | |
RIFLE SHOTS | 0:30:17 | 0:30:19 | |
BANGING | 0:30:19 | 0:30:21 | |
'In industry, there's a growing awareness of the dangers of noise. | 0:30:22 | 0:30:26 | |
'Unfortunately, sometimes even acoustically treating a machine | 0:30:28 | 0:30:32 | |
'doesn't get noise down to safe levels. | 0:30:32 | 0:30:34 | |
'Here, in an iron foundry, noise was above 100 decibels, | 0:30:34 | 0:30:39 | |
'certain to induce deafness if heard for any duration of time. | 0:30:39 | 0:30:42 | |
'Research shows some people are more prone to noise-induced deafness | 0:30:44 | 0:30:47 | |
'than others, but so far there's been no attempt to spot such people | 0:30:48 | 0:30:51 | |
'and give them quieter jobs. | 0:30:51 | 0:30:53 | |
'At this foundry, the management | 0:30:55 | 0:30:57 | |
'provided ear protection, both ear muffs | 0:30:57 | 0:30:59 | |
'and medically recommended fibre down to wear inside the ear. | 0:31:00 | 0:31:03 | |
'Wherever possible, they'd introduced sound dampers to cut noise levels. | 0:31:03 | 0:31:08 | |
'But this isn't the Army, | 0:31:08 | 0:31:09 | |
'and it's impossible to force people to take precautions. | 0:31:09 | 0:31:12 | |
'It'll be a long battle using every persuasion technique available, | 0:31:12 | 0:31:16 | |
'and today it's hardly begun.' | 0:31:16 | 0:31:18 | |
I know the noise is deafening, | 0:31:18 | 0:31:19 | |
but you still want to hear things around you. | 0:31:20 | 0:31:22 | |
For safety reasons. | 0:31:22 | 0:31:23 | |
GRINDING | 0:31:23 | 0:31:25 | |
I do know you should wear something, | 0:31:25 | 0:31:28 | |
but...I suppose I'm too idle really to do, you know. | 0:31:28 | 0:31:31 | |
Nobody else does it, so I suppose why should I do it? | 0:31:31 | 0:31:34 | |
GRINDING | 0:31:34 | 0:31:37 | |
The biggest danger, I think, is overhead cranes. | 0:31:37 | 0:31:41 | |
Accidents to eyes, fingers. | 0:31:43 | 0:31:46 | |
Er, normal accidents that happen at work where they could grind stuff | 0:31:48 | 0:31:52 | |
and probably cut their fingers, their kneecaps. | 0:31:52 | 0:31:55 | |
I think noise, myself, comes very low on the list, | 0:31:55 | 0:31:58 | |
as a danger point of view. | 0:31:58 | 0:32:00 | |
I don't know if noise has ever killed anybody yet. | 0:32:00 | 0:32:04 | |
I have recommended them to wear | 0:32:05 | 0:32:07 | |
the fibreglass that's provided by the management. | 0:32:07 | 0:32:10 | |
MAN: I haven't seen anybody wearing them. | 0:32:10 | 0:32:12 | |
- Well, it's left to the men. - Why don't you wear them? | 0:32:13 | 0:32:16 | |
I've tried it and I find it irritates my ears. | 0:32:16 | 0:32:19 | |
The management seems to be worried. | 0:32:21 | 0:32:22 | |
And the Inspectorate, they seem to be worried, but I'm not. | 0:32:23 | 0:32:26 | |
'Management, unions and Inspectorate are concerned | 0:32:28 | 0:32:31 | |
'about men refusing the protection provided. | 0:32:31 | 0:32:33 | |
'Noise-induced deafness is, after all, a disability which is avoidable. | 0:32:34 | 0:32:38 | |
'But in one form of deafness, | 0:32:39 | 0:32:41 | |
'all hearing is swamped by noises like this, | 0:32:41 | 0:32:44 | |
'inside the sufferer's head. | 0:32:44 | 0:32:45 | |
'It's called tinnitus. Luckily, it's very rare.' | 0:32:45 | 0:32:48 | |
THEY LAUGH | 0:32:50 | 0:32:52 | |
They all seem to get some, except me. | 0:32:52 | 0:32:55 | |
I think they're taking the competition out of school... | 0:32:55 | 0:32:57 | |
'The father of this family is Jack Ashley MP, | 0:32:57 | 0:33:00 | |
'whose crusade for thalidomide victims made headline news.' | 0:33:00 | 0:33:03 | |
Do you know what time Jane came home last night? | 0:33:03 | 0:33:05 | |
- What time was it, Janey? - I was in by 11.15. | 0:33:05 | 0:33:08 | |
'Jack Ashley suffers from tinnitus. This is all he hears.' | 0:33:08 | 0:33:12 | |
WHOOSHING | 0:33:12 | 0:33:15 | |
'He considers himself lucky. He only went deaf five years ago. | 0:33:19 | 0:33:23 | |
'He wanted to resign, | 0:33:23 | 0:33:24 | |
'but his constituents persuaded him to carry on.' | 0:33:24 | 0:33:28 | |
WHOOSHING | 0:33:28 | 0:33:30 | |
To me, it consists of a hissing noise, like the escaping of steam. | 0:33:31 | 0:33:39 | |
Or a roaring noise, like an express train. | 0:33:39 | 0:33:43 | |
Or a thundering noise, like thunder itself. | 0:33:45 | 0:33:48 | |
Sometimes, I can hear a cacophony of all kinds of these noises. | 0:33:50 | 0:33:55 | |
I think perhaps the worst of all is like a whine through my skull. | 0:33:57 | 0:34:03 | |
Which, at times, can be almost unbearable. | 0:34:04 | 0:34:07 | |
When this happens, when it is almost unbearable, | 0:34:09 | 0:34:12 | |
the only thing I can do is to take a sedative and hope to sleep, | 0:34:12 | 0:34:17 | |
or really throw myself into work in the hope of forgetting. | 0:34:17 | 0:34:20 | |
But of course sometimes that doesn't work and one really has to, | 0:34:20 | 0:34:24 | |
as the doctor says, learn to live with it. | 0:34:24 | 0:34:27 | |
I can't hear my own voice at all. | 0:34:27 | 0:34:30 | |
It's one of the oddities of being totally deaf, | 0:34:30 | 0:34:32 | |
that one is communicating to viewers, | 0:34:32 | 0:34:35 | |
but I can't hear what I'm saying. | 0:34:35 | 0:34:38 | |
I'm only judging the level of my voice | 0:34:38 | 0:34:41 | |
and the timbre and quality of my voice, | 0:34:41 | 0:34:44 | |
I think by memory, and partly by the flickering of muscles. | 0:34:44 | 0:34:48 | |
And while I've been fighting to come to terms with deafness, | 0:34:48 | 0:34:52 | |
the House of Commons, unostentatiously, | 0:34:52 | 0:34:55 | |
has been coming to terms with me and helping me out. | 0:34:55 | 0:34:59 | |
You see, remarkably enough, the man who I find easiest of all | 0:34:59 | 0:35:04 | |
and most helpful of all, | 0:35:04 | 0:35:07 | |
is an arch political opponent, the Prime Minister. | 0:35:07 | 0:35:10 | |
Because I'm very critical with the Prime Minister. | 0:35:10 | 0:35:13 | |
I ask lots of very critical questions on a Tuesday and Thursday, | 0:35:13 | 0:35:17 | |
that's part of my job, is to attack him. | 0:35:17 | 0:35:20 | |
And yet it's Ted Heath who, | 0:35:20 | 0:35:22 | |
when I put these critical questions to him, | 0:35:22 | 0:35:25 | |
turns to me and speaks clearly. | 0:35:25 | 0:35:27 | |
I think it's marvellous the way he does it. | 0:35:27 | 0:35:30 | |
PHONE RINGS | 0:35:31 | 0:35:34 | |
'Today, to be both executive and deaf is well nigh impossible. | 0:35:34 | 0:35:38 | |
'Even the simplest so-called aids become barriers. | 0:35:38 | 0:35:42 | |
'Mrs Grant holds down a high-powered job | 0:35:42 | 0:35:44 | |
'with the Royal National Institute for the Deaf, | 0:35:44 | 0:35:46 | |
'but she can't even hear the telephone. | 0:35:46 | 0:35:49 | |
'She needs help.' | 0:35:49 | 0:35:50 | |
Royal National Institute for the Deaf. | 0:35:51 | 0:35:54 | |
Good morning. | 0:35:54 | 0:35:55 | |
Oh, yes, just a moment. | 0:35:57 | 0:35:58 | |
A gentleman inquiring about homes for deaf people. | 0:35:59 | 0:36:02 | |
How many people to each home? | 0:36:02 | 0:36:06 | |
Well, it's about 30, although we do have a larger home for men only. | 0:36:06 | 0:36:11 | |
'Everything Mrs Grant wants to hear | 0:36:11 | 0:36:14 | |
'must be mouthed at her for her to lip-read.' | 0:36:14 | 0:36:16 | |
..To go into the home. | 0:36:16 | 0:36:17 | |
I think you have to get in touch with the local welfare officer first, | 0:36:19 | 0:36:23 | |
for a recommendation. | 0:36:23 | 0:36:25 | |
Send your application form to the Institute. | 0:36:25 | 0:36:29 | |
Then we will go into it with the local welfare office. | 0:36:29 | 0:36:34 | |
Or even our own welfare officer will go and visit | 0:36:34 | 0:36:38 | |
the man or the woman who wants to come in. | 0:36:38 | 0:36:39 | |
'This could be an answer. | 0:36:41 | 0:36:43 | |
'Her phone and that of the person on the other end | 0:36:43 | 0:36:45 | |
'are each plugged into a television and a special typewriter. | 0:36:45 | 0:36:49 | |
'She sees the phone ring and switches on. | 0:36:49 | 0:36:52 | |
'She reads the message as it's written on her television. | 0:36:57 | 0:37:00 | |
'The total cost to the deaf subscriber | 0:37:03 | 0:37:05 | |
'would be little more than an average telephone rental. | 0:37:05 | 0:37:08 | |
'Without even having to speak, Mrs Grant can now reply. | 0:37:17 | 0:37:21 | |
'It's a new American device now being tried out for the British market. | 0:37:45 | 0:37:49 | |
'Mrs Grant was surprised, considering its seeming simplicity, | 0:37:49 | 0:37:52 | |
'why we hadn't come up with it ourselves. | 0:37:52 | 0:37:55 | |
'Until now, technology has mainly helped the deaf with hearing aids. | 0:37:56 | 0:37:59 | |
'But today, at last, other ideas are getting off the drawing board. | 0:38:00 | 0:38:03 | |
'These are finger vibrators, devised at Imperial College, | 0:38:03 | 0:38:07 | |
'to help the deaf actually sense | 0:38:07 | 0:38:09 | |
'through their fingers what sound feels like. | 0:38:09 | 0:38:11 | |
'The box damps the buzz of the vibrating pads. | 0:38:11 | 0:38:15 | |
'Through them, the deaf can sense | 0:38:15 | 0:38:17 | |
'different frequencies and volumes in each finger. | 0:38:17 | 0:38:19 | |
'The advantage is that both the hearing and the deaf | 0:38:19 | 0:38:22 | |
'can feel the words they speak.' | 0:38:22 | 0:38:24 | |
Start reading. | 0:38:27 | 0:38:28 | |
UNCLEAR | 0:38:28 | 0:38:32 | |
'The vibrators cause the buzz. | 0:38:33 | 0:38:35 | |
'Lydia's totally deaf, but here can feel the sound | 0:38:35 | 0:38:38 | |
'as she speaks or lip-reads. | 0:38:38 | 0:38:40 | |
Now. | 0:38:41 | 0:38:42 | |
With the word "human", you had difficulty. | 0:38:46 | 0:38:49 | |
Human. | 0:38:49 | 0:38:50 | |
Human. | 0:38:50 | 0:38:52 | |
You have to remember the I before the U. | 0:38:52 | 0:38:57 | |
- Human. - Human. | 0:38:57 | 0:38:59 | |
- Right. - Human. | 0:38:59 | 0:39:00 | |
Human. | 0:39:00 | 0:39:02 | |
- Human. - Right. | 0:39:03 | 0:39:04 | |
Human. | 0:39:04 | 0:39:05 | |
So it's... | 0:39:05 | 0:39:07 | |
hiu-man. | 0:39:07 | 0:39:08 | |
Hiu-man. | 0:39:08 | 0:39:10 | |
Now, you should feel that on the finger. | 0:39:10 | 0:39:12 | |
If I exaggerate it a lot, you'll feel the "ee" slightly on that finger. | 0:39:12 | 0:39:18 | |
- Hu... - Human. | 0:39:18 | 0:39:21 | |
Hoo-man is wrong. | 0:39:21 | 0:39:23 | |
Hiu-man is right. | 0:39:23 | 0:39:26 | |
- OK? Human. - Human. | 0:39:26 | 0:39:28 | |
- Hu-man. - Human. | 0:39:28 | 0:39:30 | |
Fine. Now try "human being". | 0:39:30 | 0:39:34 | |
Human being. | 0:39:34 | 0:39:36 | |
That's good. | 0:39:36 | 0:39:38 | |
Now try a little bit more attack. | 0:39:38 | 0:39:40 | |
Being. | 0:39:40 | 0:39:42 | |
- Being. - Being. | 0:39:42 | 0:39:43 | |
- That's very good. - Human being. | 0:39:43 | 0:39:45 | |
That's marvellous, excellent. Very good. | 0:39:45 | 0:39:48 | |
'Other work at University College London concentrates on intonation, | 0:39:48 | 0:39:52 | |
'showing the deaf how they speak as they speak.' | 0:39:53 | 0:39:56 | |
WOMAN: Good morning. How are you? | 0:39:56 | 0:39:59 | |
'The screen shows the natural rhythms and emphasis of speech.' | 0:39:59 | 0:40:02 | |
Good morning. How are you? | 0:40:02 | 0:40:05 | |
'It helps the deaf copy the sounds as they lip-read. | 0:40:05 | 0:40:07 | |
Good morning. How are you? | 0:40:08 | 0:40:11 | |
You can see that the voice goes high in one place | 0:40:11 | 0:40:16 | |
and then falls down quite quickly. | 0:40:16 | 0:40:19 | |
It starts to fall on the first bit of "morning". | 0:40:19 | 0:40:22 | |
And in the second phrase, it's basically the same pattern | 0:40:24 | 0:40:28 | |
and it starts to fall on "are". | 0:40:28 | 0:40:30 | |
Now, I'd like you to put the electrodes on | 0:40:30 | 0:40:32 | |
and we'll ask you to say it and see what yours looks like. | 0:40:33 | 0:40:36 | |
And if it doesn't look exactly the same as mine, | 0:40:36 | 0:40:38 | |
then we'll work on it and try and make it look more like that | 0:40:38 | 0:40:41 | |
and sound more natural. All right? | 0:40:41 | 0:40:44 | |
That's it. | 0:40:45 | 0:40:46 | |
Hold them fairly firmly. | 0:40:46 | 0:40:48 | |
- Errr. - That's right. | 0:40:48 | 0:40:49 | |
Now, I'm going to start this | 0:40:49 | 0:40:51 | |
and when you see the dot appearing in the left-hand corner, | 0:40:51 | 0:40:54 | |
you can start. Good morning, how are you? | 0:40:54 | 0:40:57 | |
MAN: Good morning. | 0:40:58 | 0:40:59 | |
How are you? | 0:40:59 | 0:41:00 | |
Try and put a bit of energy into "mor", | 0:41:02 | 0:41:04 | |
that'll give us the right pitch change. | 0:41:04 | 0:41:07 | |
Good morning. | 0:41:09 | 0:41:11 | |
How are you? | 0:41:11 | 0:41:12 | |
That's fine. | 0:41:12 | 0:41:13 | |
You can see now you've got something which is very much like my pattern, | 0:41:13 | 0:41:17 | |
with a fall beginning on the right syllable and then falling. | 0:41:17 | 0:41:20 | |
And the speed is pretty much the same as mine, I think that's fine. | 0:41:20 | 0:41:24 | |
Could you do it once again to see if you can repeat it? | 0:41:24 | 0:41:27 | |
Here we go. | 0:41:27 | 0:41:29 | |
MAN: Good morning. | 0:41:29 | 0:41:30 | |
How are you? | 0:41:30 | 0:41:31 | |
WOMAN: Very good. | 0:41:32 | 0:41:33 | |
What we'll do now is to say the same pattern with different words. | 0:41:33 | 0:41:36 | |
So we'll go on after "good morning" and say something else. | 0:41:36 | 0:41:40 | |
We'll say, "I'm fine, thanks." | 0:41:40 | 0:41:42 | |
"I'm fine, thanks." | 0:41:42 | 0:41:44 | |
I'm fine, thank you. | 0:41:45 | 0:41:47 | |
That's the same pattern. | 0:41:49 | 0:41:50 | |
Would you like to try again? | 0:41:50 | 0:41:51 | |
I'm fine, thank you. | 0:41:53 | 0:41:55 | |
OK, you can see that you didn't get much of a fall there. | 0:41:55 | 0:41:59 | |
Try again on "fine". | 0:41:59 | 0:42:01 | |
MAN: I'm fine, thank you. | 0:42:03 | 0:42:05 | |
That's coming on. | 0:42:05 | 0:42:07 | |
Good. You try again. | 0:42:07 | 0:42:08 | |
'This new system is now being tried out with very young children. | 0:42:10 | 0:42:14 | |
'They can learn and remember even more easily.' | 0:42:14 | 0:42:16 | |
OK, that's fine. | 0:42:16 | 0:42:18 | |
'But for the majority of the deaf, the old and very old, | 0:42:19 | 0:42:22 | |
'it's a bit late to start learning new tricks. | 0:42:22 | 0:42:25 | |
'Most old people can still talk, but need a hearing aid. | 0:42:25 | 0:42:29 | |
'Some don't even get that. | 0:42:29 | 0:42:31 | |
'A consultant who has closely studied the problems of the old, Dr Fisch.' | 0:42:32 | 0:42:36 | |
I can recall an elderly lady I examined | 0:42:36 | 0:42:41 | |
in one of these old people's homes | 0:42:41 | 0:42:44 | |
when we investigated hearing, deafness in the elderly, | 0:42:44 | 0:42:48 | |
and I was informed by some of the staff | 0:42:49 | 0:42:53 | |
that she was confused, | 0:42:53 | 0:42:55 | |
that really you can't talk to her, | 0:42:55 | 0:42:58 | |
there's not much point to talk to her and so on. | 0:42:58 | 0:43:01 | |
Well, I ignored that and I placed a hearing aid in her ear | 0:43:01 | 0:43:07 | |
and talked to her as one should, face-to-face, slowly. | 0:43:07 | 0:43:11 | |
Her eyes lit up and she heard me. | 0:43:11 | 0:43:14 | |
She understood everything what I said. | 0:43:14 | 0:43:16 | |
And I had an intelligent conversation with her. | 0:43:16 | 0:43:20 | |
She was a highly intelligent woman, about 78, a former teacher. | 0:43:20 | 0:43:25 | |
And I... Probably I was the first person who talked to her | 0:43:26 | 0:43:30 | |
in a way that she could understand after many, many months. | 0:43:30 | 0:43:34 | |
She was deaf, she wasn't confused, she was deaf. | 0:43:35 | 0:43:39 | |
But nobody knew how to talk to her. | 0:43:39 | 0:43:42 | |
And in fact, it wasn't recognised | 0:43:42 | 0:43:44 | |
that what they called confusion and... | 0:43:44 | 0:43:47 | |
..possibly not a very high intelligence was simply deafness. | 0:43:49 | 0:43:53 | |
'Not even counting those whose deafness hasn't been detected, | 0:43:53 | 0:43:57 | |
'there are over two million people | 0:43:57 | 0:43:59 | |
'with some degree of hearing disability in Britain today. | 0:43:59 | 0:44:02 | |
'Less than a third of them have been given free government hearing aids. | 0:44:02 | 0:44:06 | |
'They're worn on the chest and called Medrescos, | 0:44:06 | 0:44:09 | |
'after the Medical Research Council who designed them. | 0:44:09 | 0:44:12 | |
'If you're an adult and you want anything else, | 0:44:12 | 0:44:14 | |
'you've got to pay for it. | 0:44:14 | 0:44:16 | |
'You'll be faced with a very confusing variety of choices. | 0:44:17 | 0:44:20 | |
'And worse, an even more confusing variety of prices. | 0:44:20 | 0:44:25 | |
'Head of the technical department, | 0:44:25 | 0:44:27 | |
'Royal National Institute for the Deaf, Mr Martin.' | 0:44:27 | 0:44:29 | |
This collection of hearing aids | 0:44:29 | 0:44:32 | |
represents about £3,000 worth of aids. | 0:44:32 | 0:44:35 | |
And it's just a small portion of the tremendously wide range of aids | 0:44:35 | 0:44:41 | |
that are currently available on the market. | 0:44:41 | 0:44:44 | |
These aids, in fact, vary from type to type. | 0:44:44 | 0:44:48 | |
And the type that is most widely used is probably the body-worn type. | 0:44:48 | 0:44:53 | |
But this is difficult to wear | 0:44:53 | 0:44:56 | |
and very many people prefer the type that is worn on the head, | 0:44:56 | 0:45:00 | |
such as these, which is worn behind the ear. | 0:45:01 | 0:45:03 | |
You've got spectacle aids here, | 0:45:03 | 0:45:06 | |
where the aid is built into the arm of the spectacle. | 0:45:06 | 0:45:09 | |
And you can even have tiny little aids | 0:45:09 | 0:45:12 | |
which fit right into the ear itself. | 0:45:12 | 0:45:15 | |
'But you won't get invisible | 0:45:15 | 0:45:16 | |
'head-worn aids on the National Health. | 0:45:16 | 0:45:18 | |
'What you'll get is the Medresco, designed over 20 years ago. | 0:45:18 | 0:45:22 | |
'It's clumsy and ugly, but fairly efficient, | 0:45:23 | 0:45:26 | |
'if you don't mind displaying your deafness. | 0:45:26 | 0:45:28 | |
'Long-awaited improvements are a story of crass bungling.' | 0:45:28 | 0:45:31 | |
The latest thing which appeared last year was in fact the OL 66. | 0:45:31 | 0:45:36 | |
They aid, which probably cost over £100,000 to produce, | 0:45:36 | 0:45:41 | |
in fact never got beyond the trial stage, | 0:45:41 | 0:45:44 | |
and after criticisms, in fact was withdrawn. | 0:45:44 | 0:45:47 | |
So that, after 15 years, we have in fact not progressed very far. | 0:45:47 | 0:45:53 | |
'In Denmark, they took our National Health idea, | 0:45:53 | 0:45:56 | |
'but spend seven times more than us on the deaf. | 0:45:56 | 0:45:58 | |
'Their flourishing industry provides a truly comprehensive service, | 0:45:58 | 0:46:02 | |
'offering not only chest-worn hearing aids, | 0:46:02 | 0:46:04 | |
'but free head-worn aids for all who need them. | 0:46:04 | 0:46:06 | |
'In Britain, it's said we just can't afford to give away aids | 0:46:06 | 0:46:10 | |
'that often cost more than £70 bought privately. | 0:46:10 | 0:46:13 | |
'But the actual components can cost under £5 | 0:46:13 | 0:46:16 | |
'and two companies have offered to service us with head-worn aids | 0:46:16 | 0:46:19 | |
'at about £9 each. | 0:46:20 | 0:46:21 | |
'It doesn't seem too high a price to pay, | 0:46:21 | 0:46:23 | |
'but in Britain, the deaf always come last in priority.' | 0:46:23 | 0:46:26 | |
All other disabled people have the best possible facilities | 0:46:26 | 0:46:30 | |
the government can give them. | 0:46:30 | 0:46:32 | |
But the deaf don't. And I think it's quite wrong. | 0:46:32 | 0:46:35 | |
The government ought to provide | 0:46:35 | 0:46:37 | |
ear-level hearing aids for all people. | 0:46:37 | 0:46:40 | |
Deafness is a Cinderella of all the disabilities. | 0:46:40 | 0:46:44 | |
But although it doesn't appear as a crippling disability, | 0:46:44 | 0:46:48 | |
in fact, it is something which can ruin people's lives. | 0:46:48 | 0:46:54 | |
And what is needed is a reappraisal of the whole situation. | 0:46:54 | 0:46:59 | |
It needs an enormous injection of money and staff and ideas. | 0:46:59 | 0:47:04 | |
It isn't a political, a party political question, | 0:47:04 | 0:47:07 | |
it's a question no government, Labour or Conservative, | 0:47:07 | 0:47:11 | |
have helped the deaf as much as they ought to have done. | 0:47:11 | 0:47:14 | |
Practically every service that you look at for the deaf is run down. | 0:47:14 | 0:47:18 | |
And this is not just one opinion, | 0:47:18 | 0:47:23 | |
this is an opinion that was even expressed by Sir George Godber, | 0:47:23 | 0:47:27 | |
who is the Chief Medical Officer for the Department of Health. | 0:47:27 | 0:47:30 | |
INDUSTRIAL DIN | 0:47:45 | 0:47:49 | |
BIRDSONG | 0:47:54 | 0:47:55 | |
BEES BUZZING | 0:47:56 | 0:47:57 | |
EXPLOSION | 0:47:59 | 0:48:01 | |
WHIRRING | 0:48:07 | 0:48:09 | |
POP MUSIC | 0:48:15 | 0:48:18 | |
HAMMERING | 0:48:21 | 0:48:24 | |
WHIRRING | 0:48:27 | 0:48:29 | |
ELECTRONIC HOWLING | 0:48:34 | 0:48:36 | |
CRICKETS CHIRRUP | 0:48:39 | 0:48:42 | |
GRINDING METAL | 0:48:46 | 0:48:49 |