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Imagine walking down the street. | 0:00:09 | 0:00:11 | |
Then imagine that what you see is blurred and distorted. | 0:00:13 | 0:00:17 | |
And that sounds are distant and confused. | 0:00:18 | 0:00:21 | |
CAR HORN SOUNDS | 0:00:22 | 0:00:24 | |
There are over 350,000 people in the UK living with a combination | 0:00:26 | 0:00:31 | |
of deafness and blindness. | 0:00:31 | 0:00:34 | |
Not only is this a huge challenge for them to communicate | 0:00:34 | 0:00:37 | |
but they also have to face a lack of independence | 0:00:37 | 0:00:40 | |
and a sense of isolation which is overwhelming. | 0:00:40 | 0:00:44 | |
Roger is 25 years old and lives with his parents. | 0:00:49 | 0:00:53 | |
Like many other people who are born deafblind, | 0:00:53 | 0:00:55 | |
Roger has congenital Rubella syndrome. | 0:00:55 | 0:00:58 | |
He has brain damage, limited vision and is profoundly deaf. | 0:00:58 | 0:01:02 | |
Deafblindness must be the most isolating condition that you | 0:01:04 | 0:01:07 | |
can be born with. | 0:01:07 | 0:01:10 | |
The hardest thing for Roger's mother was not being able to | 0:01:10 | 0:01:14 | |
communicate with her son when he was a young boy. | 0:01:14 | 0:01:17 | |
I couldn't sit there and just say, "Mummy loves you." | 0:01:17 | 0:01:23 | |
I had to find some other way of letting him know that there | 0:01:23 | 0:01:26 | |
was somebody out there that actually cared about him. | 0:01:26 | 0:01:32 | |
At home Roger's parents are his eyes and ears. | 0:01:33 | 0:01:37 | |
Beautiful! | 0:01:37 | 0:01:39 | |
As someone who relies on observation to do what I do, | 0:01:39 | 0:01:43 | |
it's miraculous to me that a life deprived of sight | 0:01:43 | 0:01:47 | |
and sound can be given joy and hope and prospects and meaning. | 0:01:47 | 0:01:52 | |
And that's why I'm involved with Sense. | 0:01:52 | 0:01:55 | |
It's a charity which supports and campaigns for deafblind people. | 0:01:55 | 0:02:00 | |
This is Adam, he's seven years old and lives with his parents | 0:02:02 | 0:02:05 | |
and older brother Ethan. | 0:02:05 | 0:02:07 | |
Adam, throw it to mummy! | 0:02:07 | 0:02:10 | |
Adam was born with a rare condition which left him with damaged sight, | 0:02:10 | 0:02:14 | |
hearing and difficulties with learning. | 0:02:14 | 0:02:17 | |
It's not being deaf, it's not being blind. | 0:02:17 | 0:02:21 | |
Those two together mean it's a whole different meaning as to how | 0:02:21 | 0:02:24 | |
he relates to the world and how he understands the world. | 0:02:24 | 0:02:27 | |
Having a combined sight | 0:02:27 | 0:02:29 | |
and hearing loss makes the ability to balance very difficult. | 0:02:29 | 0:02:35 | |
If someone spun around for a long time and then asked to get up | 0:02:35 | 0:02:38 | |
and walk straight, most people find that quite difficult to do. | 0:02:38 | 0:02:42 | |
And that's what Adam deals with every day. That is his life. | 0:02:42 | 0:02:46 | |
-OK, Adam, let's put your cardigan on... -Go out! -..and go out, that's right. | 0:02:46 | 0:02:51 | |
'Adam needs a lot of support every day. | 0:02:51 | 0:02:54 | |
'In terms of it being what a seven-year-old would normally | 0:02:54 | 0:02:57 | |
'be doing, it's very different.' | 0:02:57 | 0:03:00 | |
He's very vulnerable when he's out, so he actually, whilst he's holding | 0:03:00 | 0:03:04 | |
my hand, he's very actively using my hand to maintain his balance. | 0:03:04 | 0:03:10 | |
Let's go to the swings, that'd be great, won't it? | 0:03:10 | 0:03:12 | |
The charity understands the particular types of help | 0:03:17 | 0:03:20 | |
deafblind people and their families need. | 0:03:20 | 0:03:23 | |
Sense has 17 specialist day centres around the UK, | 0:03:23 | 0:03:27 | |
where individuals are taught new forms of communication. | 0:03:27 | 0:03:31 | |
And expert staff spend time with them on a range of activities and skills. | 0:03:31 | 0:03:36 | |
It's beautiful. | 0:03:36 | 0:03:38 | |
It's so easy to look at a deafblind person | 0:03:38 | 0:03:42 | |
and only see what they can't do. | 0:03:42 | 0:03:44 | |
This charity focuses entirely on what that person can do, | 0:03:46 | 0:03:49 | |
so with the help of one-to-one specialist support, Sense can | 0:03:49 | 0:03:54 | |
open doors into what sometimes seems like a closed society. | 0:03:54 | 0:03:59 | |
I've come to one of the charity's day centres | 0:04:01 | 0:04:04 | |
to meet 46-year-old Richard and his support worker Clark. | 0:04:04 | 0:04:08 | |
Who opened the cage, again? I can't remember. | 0:04:08 | 0:04:11 | |
-You! -Me?! | 0:04:11 | 0:04:13 | |
It was you! | 0:04:13 | 0:04:14 | |
-Hello, Clark. Hello, Richard. -Hi, Maureen. -Hi, there. | 0:04:14 | 0:04:18 | |
Richard has a degenerative condition which means he has a learning disability. | 0:04:18 | 0:04:23 | |
-Maureen's here, do you want to say hello? -Hello, Richard. | 0:04:23 | 0:04:27 | |
'From the age of seven he started to lose both his hearing | 0:04:27 | 0:04:33 | |
'and gradually his sight.' | 0:04:33 | 0:04:35 | |
Clark, can you explain to me what you're doing? | 0:04:35 | 0:04:38 | |
Obviously Richard's vision isn't brilliant | 0:04:38 | 0:04:40 | |
and he can't really see what I'm signing back to him, | 0:04:40 | 0:04:43 | |
so he can feel what I'm signing so he grips my hands. | 0:04:43 | 0:04:46 | |
He can feel the motions of what I'm doing. | 0:04:46 | 0:04:48 | |
I am... | 0:04:48 | 0:04:50 | |
'With Clark's help I've learned how to spell out my name | 0:04:50 | 0:04:53 | |
'on Richard's hand.' | 0:04:53 | 0:04:54 | |
U...R... | 0:04:54 | 0:04:56 | |
'Learning hands on sign language is vital for Richard's future | 0:04:56 | 0:05:00 | |
'when he may lose his sight and hearing altogether.' | 0:05:00 | 0:05:03 | |
-M. -Maureen. | 0:05:03 | 0:05:05 | |
Maureen. | 0:05:05 | 0:05:07 | |
For all deafblind people the ability to communicate means | 0:05:07 | 0:05:10 | |
the difference between feeling alienated and feeling included. | 0:05:10 | 0:05:14 | |
For people like Roger who've spent all their life with minimum | 0:05:15 | 0:05:19 | |
sight and hearing, words and letters can have little meaning. | 0:05:19 | 0:05:24 | |
So the charity has introduced him to a new form of written communication. | 0:05:24 | 0:05:28 | |
With the help of one of his support workers Chip, | 0:05:28 | 0:05:31 | |
Roger has learnt a specialised vocabulary which uses pictures | 0:05:31 | 0:05:36 | |
and symbols alongside words. | 0:05:36 | 0:05:39 | |
He now works part-time at a cafe set up by the charity called Cafe 55. | 0:05:39 | 0:05:46 | |
Can I have the ham salad? | 0:05:46 | 0:05:48 | |
The menus use the same picture system so with the help of | 0:05:48 | 0:05:51 | |
another of his support workers, he is able to take customers' orders. | 0:05:51 | 0:05:57 | |
Roger is absolutely thrilled when Monday morning comes round. | 0:05:57 | 0:06:01 | |
Thank you. | 0:06:01 | 0:06:02 | |
Working in Cafe 55 has made a huge difference to him, his confidence | 0:06:02 | 0:06:08 | |
has gone up through the ceiling, he sees himself more as an equal, | 0:06:08 | 0:06:13 | |
rather than always being in somebody's shadow. | 0:06:13 | 0:06:16 | |
Because deafblind people often feel excluded, | 0:06:18 | 0:06:23 | |
school can be particularly daunting. | 0:06:23 | 0:06:26 | |
So the charity has a specialist team which works with the school | 0:06:26 | 0:06:30 | |
to help children, parents and teachers through this crucial time. | 0:06:30 | 0:06:35 | |
Come on then, Adam, in you go, sweetheart. | 0:06:35 | 0:06:37 | |
Adam has been attending a special school since he was three. | 0:06:37 | 0:06:40 | |
Does it say in or up? | 0:06:40 | 0:06:43 | |
Up. | 0:06:43 | 0:06:44 | |
Thankfully for Adam and his parents | 0:06:44 | 0:06:46 | |
the charity has been there from the start. | 0:06:46 | 0:06:48 | |
Every six weeks, Gail, | 0:06:48 | 0:06:50 | |
the charity's specialist consultant, visits Adam's school | 0:06:50 | 0:06:54 | |
to observe his progress and give advice to teachers. | 0:06:54 | 0:06:58 | |
It's wonderful to see the progress that he's making | 0:06:58 | 0:07:00 | |
with the right support and to know that in time to come, | 0:07:00 | 0:07:05 | |
hopefully Adam will be able to lead a full and enriched life. | 0:07:05 | 0:07:09 | |
-Adam? -Yes. -Would you like me to read this? Yeah? OK. | 0:07:09 | 0:07:16 | |
For Adam, Sense has been really crucial in him making | 0:07:16 | 0:07:21 | |
the most of his school. I know he's going to achieve his potential. | 0:07:21 | 0:07:24 | |
-Day or Dog? -Dog. -Good boy! | 0:07:24 | 0:07:28 | |
The ongoing support he receives from Sense means he now | 0:07:28 | 0:07:32 | |
interacts more confidently with those around him. | 0:07:32 | 0:07:35 | |
Adam, let's have a race! | 0:07:35 | 0:07:37 | |
This is a charity that's working with and for people | 0:07:37 | 0:07:41 | |
who otherwise would be seen as non-people. | 0:07:41 | 0:07:46 | |
Thank you. | 0:07:46 | 0:07:48 | |
Without them, he would feel so alone. | 0:07:48 | 0:07:54 | |
You know, sometimes deafblind people feel | 0:07:55 | 0:07:59 | |
as if the whole world doesn't hear them or see them. | 0:07:59 | 0:08:03 | |
With your support Sense can help these people to lead fulfilled | 0:08:03 | 0:08:07 | |
and independent lives. | 0:08:07 | 0:08:09 | |
So please donate, by going to the website which is bbc.co.uk/lifeline | 0:08:09 | 0:08:17 | |
and if you don't have access to the internet just call 0800 011 011. | 0:08:17 | 0:08:23 | |
And if the lines are busy, PLEASE keep trying! | 0:08:23 | 0:08:28 | |
Or if you'd like to post a donation, please make your | 0:08:28 | 0:08:31 | |
check payable to Sense and send it to: | 0:08:31 | 0:08:37 | |
Remember if you're a UK tax payer the charity can collect | 0:08:37 | 0:08:41 | |
Gift Aid on your donation worth another 25%. | 0:08:41 | 0:08:44 | |
Just send in a note to say you want your donation to be subject to | 0:08:44 | 0:08:47 | |
Gift Aid and include the date, your full name and address. | 0:08:47 | 0:08:51 | |
Thank you. | 0:08:51 | 0:08:54 | |
Subtitles by Red Bee Media Ltd | 0:08:54 | 0:08:57 | |
E-mail [email protected] | 0:08:57 | 0:09:00 |