What were the parents' main concerns about Libby's education?

The parents were concerned about the communication methods for Libby at school and weighed the benefits of sign language versus speech therapy.

Why does Libby not wear a hearing aid?

Libby chooses not to wear a hearing aid despite having one.

How did the family find out about Libby's deafness?

The family discovered Libby was deaf at age 3 and a half.

What was Joanne's role in Libby's life?

Joanne was hired to help Libby become more confident for school, focusing on communication methods like sign language.

How did the mother feel about Libby's ability to be 'normal'?

The mother expressed a desire for Libby to be 'normal' and perfect, highlighting her concerns about sign language alienating Libby.

What communication methods were being considered for Libby?

The family was considering both sign language and lip-reading as communication methods for Libby.

What was the result of the family's visit with the school head?

The school assured them of prior experience with a deaf child and that Libby would be fine without sign language support.

How did Libby's progress with sign language affect the family's decision?

Despite her progress, the family decided to stop sign language lessons and focus on speech therapy.

What historical family insight was revealed about Libby?

It was revealed that Libby's biological grandparent was deaf from birth.

How did the family dynamics reflect on Libby's care?

The family was juggling various activities and seemed initially resistant to fully embracing sign language.

The Silent Child | Oscar® Winning Short Film

00:20:04

https://www.youtube.com/watch?v=2GbxFIVQv8c

Résumé

TLDRThe narrative centers around a family with a deaf daughter, Libby, and their challenges in managing her education and communication. Libby, who only began showing signs of deafness at three and a half, has been learning to lip-read but struggles with speech. Her parents discuss her reluctance to use a hearing aid, and upon being informed by Joanne, a helper brought in to boost Libby’s confidence, they weigh the merits of incorporating sign language. Joanne suggests a mixed approach of sign language and lip-reading, explaining it may be beneficial for Libby. Her mother, however, expresses unease at Libby not being 'normal'. Discord emerges between the family's desire for speech therapy and Joanne’s advocacy for sign language. A visit with the school head led the family to lean towards speech therapy, despite Libby’s affinity for sign language. These decisions underscore broader discussions about expectations for Libby’s integration and communication.

A retenir

🎻 Evening sessions are busy for the family with multiple kids' activities.
🎨 Libby is being helped to gain confidence before starting school.
👂 Discovery of Libby's deafness was late due to partial hearing.
📚 Joanne emphasizes sign language for smoother communication.
🗣️ The family debates between speech and sign language.
👩‍👧 Libby's mother struggles with accepting her communication method.
🏫 School has previous experience with deaf children, influencing decisions.
🛠 Joanne suggests balancing lip-reading and sign language.
💡 Different family members have varying acceptance of Libby's condition.
🔍 Libby's communication is seen as a key focus in her development.

Chronologie

00:00:00 - 00:05:00
The family is balancing busy schedules with Pip's ballet and another child's cello practice. Joanne, a woman arriving to assist, is introduced and discusses Libby's hearing impediment. Libby's mother is portrayed as being critical of herself, feeling inadequate for discovering Libby's deafness late. Despite Libby's partial hearing, she doesn't qualify for a cochlear implant. Libby relies on lip reading and her speech is struggling, prompting Joanne to consider combining speech therapy with sign language to ease Libby's communication frustrations. Although skeptical about sign language, Libby's mother emphasizes that Libby can follow conversations well without it.
00:05:00 - 00:10:00
Libby's mother's schedule remains hectic, needing to make another trip while leaving Libby with Joanne again. The conversation touches on Libby's shyness in interacting but hints at her hidden intelligence. There's mention of Libby's potential career ability despite her deafness, linked to her grandfather who was born deaf. Notably, a family conflict emerges regarding Libby's true parentage, not being biologically related to Paul, but these issues do not heavily involve Joanne. Despite the challenges, Joanne is seen integrating well with Libby, teaching her some sign language and understanding her preferences and interests.
00:10:00 - 00:20:04
The dilemma over Libby's communication method continues with her mother hesitant about relying solely on sign language. Joanne argues for a balanced approach, stressing that a mix of sign language and lip-reading may be more effective for Libby. Tension arises as Libby's parents make decisions about her schooling and support, deciding against continuing sign language. Joanne's concern hints at systemic issues in understanding and supporting deafness within schools but respects the family's decision-making. The episode ends with a spelling test in class, highlighting the ongoing integration into a typical school setting and showing an affectionate moment with Joanne caring for Libby.

Carte mentale

Questions fréquemment posées

What were the parents' main concerns about Libby's education?
The parents were concerned about the communication methods for Libby at school and weighed the benefits of sign language versus speech therapy.
Why does Libby not wear a hearing aid?
Libby chooses not to wear a hearing aid despite having one.
How did the family find out about Libby's deafness?
The family discovered Libby was deaf at age 3 and a half.
What was Joanne's role in Libby's life?
Joanne was hired to help Libby become more confident for school, focusing on communication methods like sign language.
How did the mother feel about Libby's ability to be 'normal'?
The mother expressed a desire for Libby to be 'normal' and perfect, highlighting her concerns about sign language alienating Libby.
What communication methods were being considered for Libby?
The family was considering both sign language and lip-reading as communication methods for Libby.
What was the result of the family's visit with the school head?
The school assured them of prior experience with a deaf child and that Libby would be fine without sign language support.
How did Libby's progress with sign language affect the family's decision?
Despite her progress, the family decided to stop sign language lessons and focus on speech therapy.
What historical family insight was revealed about Libby?
It was revealed that Libby's biological grandparent was deaf from birth.
How did the family dynamics reflect on Libby's care?
The family was juggling various activities and seemed initially resistant to fully embracing sign language.

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Sous-titres

Défilement automatique:

00:00:59
What times cello tonight?
00:00:59
What times cello tonight?
00:01:00
Six.
00:01:00
Six.
00:01:01
Oh god, you'll have to run him Paul Pip has ballet at 5:30, I can't split myself in two.
00:01:01
Oh god, you'll have to run him Paul Pip has ballet at 5:30, I can't split myself in two.
00:01:05
Yeah okay, chill, that's fine.
00:01:05
Yeah okay, chill, that's fine.
00:01:06
It sounds so weird when old people say "chill".
00:01:06
It sounds so weird when old people say "chill".
00:01:09
Charming.
00:01:09
Charming.
00:01:10
What time is the 'help' arriving?
00:01:10
What time is the 'help' arriving?
00:01:12
Joanne is arriving at -
00:01:12
Joanne is arriving at -
00:01:14
Yeah, it's time to go grab your bags please.
00:01:14
Yeah, it's time to go grab your bags please.
00:01:17
Oh god she's early. Paul can you go to the door and take Libby with you?
00:01:17
Oh god she's early. Paul can you go to the door and take Libby with you?
00:01:21
I'm leaving now I'm already late.
00:01:21
I'm leaving now I'm already late.
00:01:22
Oh hi. I was just about to knock, I'm Joanne.
00:01:22
Oh hi. I was just about to knock, I'm Joanne.
00:01:24
Yes - Suzanne, she'll be down in a minute -
00:01:24
Yes - Suzanne, she'll be down in a minute -
00:01:28
Thanks for helping us out, we have quite low expectations.
00:01:28
Thanks for helping us out, we have quite low expectations.
00:01:32
We just wanted her to be a little bit more confident in time for school.
00:01:32
We just wanted her to be a little bit more confident in time for school.
00:01:36
Right.
00:01:36
Right.
00:01:37
Anyway
00:01:37
Anyway
00:01:42
She has a hearing aid, but she won't wear it.
00:01:42
She has a hearing aid, but she won't wear it.
00:01:46
And I'm assuming there's no history of deafness on yours or your husband's side?
00:01:46
And I'm assuming there's no history of deafness on yours or your husband's side?
00:01:49
No we only found out she was deaf when she was 3 and a half -
00:01:49
No we only found out she was deaf when she was 3 and a half -
00:01:53
Which probably makes me a bloody awful mother but -
00:01:53
Which probably makes me a bloody awful mother but -
00:01:55
Because she had a bit of hearing in her left ear that was overcompensating -
00:01:55
Because she had a bit of hearing in her left ear that was overcompensating -
00:01:57
Apparently that's common?
00:01:57
Apparently that's common?
00:01:59
You're not an awful mother it's very common -
00:01:59
You're not an awful mother it's very common -
00:02:02
And you said she didn't qualify for a cochlear implant?
00:02:02
And you said she didn't qualify for a cochlear implant?
00:02:04
No, which was a real blow.
00:02:04
No, which was a real blow.
00:02:05
And what's her communication like does she know any sign language or -
00:02:05
And what's her communication like does she know any sign language or -
00:02:08
[car horn] Is it just lip reading?
00:02:08
[car horn] Is it just lip reading?
00:02:09
Just lip reading.
00:02:09
Just lip reading.
00:02:10
And her speech?
00:02:10
And her speech?
00:02:11
Not good.
00:02:11
Not good.
00:02:13
Well I'll probably start with a combination of speech and -
00:02:13
Well I'll probably start with a combination of speech and -
00:02:16
Sign language just to see where she's at -
00:02:16
Sign language just to see where she's at -
00:02:18
A lot of children respond really well to sign, because it's less frustrating.
00:02:18
A lot of children respond really well to sign, because it's less frustrating.
00:02:20
I can't see that being the case, Libby follows what we're saying really well.
00:02:20
I can't see that being the case, Libby follows what we're saying really well.
00:02:24
Right, well I'm sure she'll be fine then.
00:02:24
Right, well I'm sure she'll be fine then.
00:02:26
[car horn]
00:02:26
[car horn]
00:02:27
Stop you idiot. I'm on the phone.
00:02:27
Stop you idiot. I'm on the phone.
00:02:30
Okay, so make yourself at home, sit down if you like -
00:02:30
Okay, so make yourself at home, sit down if you like -
00:02:33
Libby there's someone here to see you -
00:02:33
Libby there's someone here to see you -
00:02:36
Libby can I have the remote please?
00:02:36
Libby can I have the remote please?
00:02:38
Libby!
00:02:38
Libby!
00:02:40
[Libby screams] Libby can I have the remote?
00:02:40
[Libby screams] Libby can I have the remote?
00:02:44
She's usually happy when she's watching TV -
00:02:44
She's usually happy when she's watching TV -
00:02:47
She can be very difficult, we don't even know what's wrong with her.
00:02:47
She can be very difficult, we don't even know what's wrong with her.
00:02:51
Is there any pattern to that happening?
00:02:51
Is there any pattern to that happening?
00:02:53
Oh no, you know what they're like at this age -
00:02:53
Oh no, you know what they're like at this age -
00:02:55
My other two were the same.
00:02:55
My other two were the same.
00:02:56
Mum, my exam starts in 25 minutes.
00:02:56
Mum, my exam starts in 25 minutes.
00:02:58
Yes I'm coming -
00:02:58
Yes I'm coming -
00:02:59
Seb's got his G.C.S.E's and he got A*'s in his mocks -
00:02:59
Seb's got his G.C.S.E's and he got A*'s in his mocks -
00:03:01
So I better not make him late -
00:03:01
So I better not make him late -
00:03:03
You've got my mobile number, I'll be back in a few hours to see how you got on -
00:03:03
You've got my mobile number, I'll be back in a few hours to see how you got on -
00:03:07
You'll be brilliant -
00:03:07
You'll be brilliant -
00:03:08
Bye Libby darling.
00:03:08
Bye Libby darling.
00:03:46
Can I play?
00:03:46
Can I play?
00:03:49
Let me show you something, you'll like it.
00:03:49
Let me show you something, you'll like it.
00:04:10
Your mums here.
00:04:10
Your mums here.
00:04:12
How's it been?
00:04:12
How's it been?
00:04:13
Yeah good.
00:04:13
Yeah good.
00:04:14
I told you she was quiet
00:04:14
I told you she was quiet
00:04:16
Does she ever interact?
00:04:16
Does she ever interact?
00:04:17
Yeah she follows what we're saying really well -
00:04:17
Yeah she follows what we're saying really well -
00:04:21
Trust me when Libby's unhappy you'll know about it.
00:04:21
Trust me when Libby's unhappy you'll know about it.
00:04:24
I think I'll just try her with some more interactive stuff -
00:04:24
I think I'll just try her with some more interactive stuff -
00:04:27
I've got quite a few books that I think would be useful, there's actually a . . .
00:04:27
I've got quite a few books that I think would be useful, there's actually a . . .
00:04:28
Hello?
00:04:28
Hello?
00:04:30
I've literally just walked in, can I call you back in 5 minutes -
00:04:30
I've literally just walked in, can I call you back in 5 minutes -
00:04:33
I'm really sorry.
00:04:33
I'm really sorry.
00:04:40
Sorry, that was Paul's mum she's a bloody nuisance.
00:04:40
Sorry, that was Paul's mum she's a bloody nuisance.
00:04:44
Oh it's fine, I'll just bring some stuff to try her with tomorrow -
00:04:44
Oh it's fine, I'll just bring some stuff to try her with tomorrow -
00:04:47
Does she like the park?
00:04:47
Does she like the park?
00:04:48
Well I haven't taken her since she was tiny but I'm sure she'd love it -
00:04:48
Well I haven't taken her since she was tiny but I'm sure she'd love it -
00:04:52
It's only 5 minutes away.
00:04:52
It's only 5 minutes away.
00:04:53
Yeah I saw it, great.
00:04:53
Yeah I saw it, great.
00:04:55
Thanks Joanne.
00:04:55
Thanks Joanne.
00:04:56
Okay bye.
00:04:56
Okay bye.
00:05:50
Are you moving in?
00:05:50
Are you moving in?
00:05:52
They're for Libby.
00:05:52
They're for Libby.
00:05:53
She's inside with Sue, she's in a good mood -
00:05:53
She's inside with Sue, she's in a good mood -
00:05:55
Libby I mean. Sue's never in a good mood.
00:05:55
Libby I mean. Sue's never in a good mood.
00:05:59
- Hey! - Oh hey.
00:05:59
- Hey! - Oh hey.
00:06:09
Hey Libby, oh sorry the door was open . . .
00:06:09
Hey Libby, oh sorry the door was open . . .
00:06:12
Looks like you're going to have a busy day -
00:06:12
Looks like you're going to have a busy day -
00:06:14
I'm so sorry I've got to shoot off again -
00:06:14
I'm so sorry I've got to shoot off again -
00:06:15
I've got to take Paul's mum to the hospital.
00:06:15
I've got to take Paul's mum to the hospital.
00:06:17
Oh no worries.
00:06:17
Oh no worries.
00:06:18
Bye Libs, you be good.
00:06:18
Bye Libs, you be good.
00:06:19
See you later.
00:06:19
See you later.
00:06:21
Bye.
00:06:21
Bye.
00:06:52
What's that?
00:06:52
What's that?
00:06:53
Milk.
00:06:53
Milk.
00:06:58
Orange Juice.
00:06:58
Orange Juice.
00:07:01
So what's that?
00:07:01
So what's that?
00:07:08
Want to go to the park and feed the ducks?
00:07:08
Want to go to the park and feed the ducks?
00:07:12
You know ducks -
00:07:12
You know ducks -
00:07:15
Ducks.
00:07:15
Ducks.
00:07:22
Let's pack a bag, where is your bag?
00:07:22
Let's pack a bag, where is your bag?
00:07:26
Orange.
00:07:26
Orange.
00:07:34
You want orange juice?
00:07:34
You want orange juice?
00:07:41
Let's get you some orange juice then.
00:07:41
Let's get you some orange juice then.
00:09:02
Finished, I'm full.
00:09:02
Finished, I'm full.
00:09:04
You're Full?
00:09:04
You're Full?
00:09:05
You won't want any sweets then?
00:09:05
You won't want any sweets then?
00:09:07
What sweets?
00:09:07
What sweets?
00:09:13
That's my favourite.
00:09:13
That's my favourite.
00:09:14
Your favourite?
00:09:14
Your favourite?
00:09:18
Mine too.
00:09:18
Mine too.
00:09:35
I just wondered how she'll get on with the sign language at school?
00:09:35
I just wondered how she'll get on with the sign language at school?
00:09:40
How'd you mean?
00:09:40
How'd you mean?
00:09:41
Well I'm not sure that many people know it?
00:09:41
Well I'm not sure that many people know it?
00:09:45
Well she'd need to have an interpreter sat with her and extra support -
00:09:45
Well she'd need to have an interpreter sat with her and extra support -
00:09:48
and well I'm not trying to talk myself into a job but I'd be more than happy to help.
00:09:48
and well I'm not trying to talk myself into a job but I'd be more than happy to help.
00:09:52
Right okay -
00:09:52
Right okay -
00:09:54
I'm just wondering if we should focus more on the lip-reading, rather than the sign language?
00:09:54
I'm just wondering if we should focus more on the lip-reading, rather than the sign language?
00:09:59
Well as it stands at the moment Libby's going to struggle with speech -
00:09:59
Well as it stands at the moment Libby's going to struggle with speech -
00:10:02
So a combination of sign language and lip-reading will have the best results.
00:10:02
So a combination of sign language and lip-reading will have the best results.
00:10:06
Look I know it can feel a bit alien but the basics are actually really easy to learn -
00:10:06
Look I know it can feel a bit alien but the basics are actually really easy to learn -
00:10:10
Might be a nice thing to do as a family.
00:10:10
Might be a nice thing to do as a family.
00:10:11
I'm just not sure how doable that is at the moment -
00:10:11
I'm just not sure how doable that is at the moment -
00:10:14
Pip has ballet and Seb rehearses with the Midland choir three times a week -
00:10:14
Pip has ballet and Seb rehearses with the Midland choir three times a week -
00:10:18
But we'll chat about it tomorrow, I'll talk to Paul.
00:10:18
But we'll chat about it tomorrow, I'll talk to Paul.
00:10:21
Okay great -
00:10:21
Okay great -
00:10:23
Right.
00:10:23
Right.
00:10:31
Thanks Sue.
00:10:31
Thanks Sue.
00:10:34
I want her to speak, Paul.
00:10:34
I want her to speak, Paul.
00:10:38
[Argument]
00:10:38
[Argument]
00:10:55
- Seb can you pass me the jam please - Oh Sue, don't forget that letter will you?
00:10:55
- Seb can you pass me the jam please - Oh Sue, don't forget that letter will you?
00:10:59
Did you ever find your leather jacket?
00:10:59
Did you ever find your leather jacket?
00:11:01
Yes it was in the office.
00:11:01
Yes it was in the office.
00:11:03
Orange.
00:11:03
Orange.
00:11:05
She's signing.
00:11:05
She's signing.
00:11:08
She's probably hungry - Can you pass me that butter, Seb?
00:11:08
She's probably hungry - Can you pass me that butter, Seb?
00:11:11
I think it means orange juice, Jo taught me some stuff.
00:11:11
I think it means orange juice, Jo taught me some stuff.
00:11:16
Thank you.
00:11:16
Thank you.
00:11:17
- That's cool - Yeah Jo's doing a good job.
00:11:17
- That's cool - Yeah Jo's doing a good job.
00:11:19
You know, however many hairstyles you try, she's not going to go out with you.
00:11:19
You know, however many hairstyles you try, she's not going to go out with you.
00:11:24
Oh, talk of the devil.
00:11:24
Oh, talk of the devil.
00:11:25
Quick, someone give him some hair wax. - Shut up.
00:11:25
Quick, someone give him some hair wax. - Shut up.
00:11:27
- Morning. - Morning Jo.
00:11:27
- Morning. - Morning Jo.
00:11:29
Hello, hello.
00:11:29
Hello, hello.
00:11:31
Jo, what do you think of Seb's hair?
00:11:31
Jo, what do you think of Seb's hair?
00:11:34
Yeah, it's cool.
00:11:34
Yeah, it's cool.
00:11:42
Treasure.
00:11:42
Treasure.
00:11:44
What is it Libs? What's she saying, television?
00:11:44
What is it Libs? What's she saying, television?
00:11:46
No, I think she wants to look for treasure so, I'll sort that out.
00:11:46
No, I think she wants to look for treasure so, I'll sort that out.
00:11:49
You want treasure?
00:11:49
You want treasure?
00:11:54
Thank you. Right so I'm on the bloody hospital run again with Paul's mum today -
00:11:54
Thank you. Right so I'm on the bloody hospital run again with Paul's mum today -
00:11:59
I think I mentioned last night, I'm gonna be a bit late again tonight, more like six?
00:11:59
I think I mentioned last night, I'm gonna be a bit late again tonight, more like six?
00:12:03
Yeah that's fine - We'll have lots of fun.
00:12:03
Yeah that's fine - We'll have lots of fun.
00:12:05
Fun, you, me.
00:12:05
Fun, you, me.
00:12:07
Bye, Libby.
00:12:07
Bye, Libby.
00:12:18
What are you drawing?
00:12:18
What are you drawing?
00:12:21
You, me, holiday.
00:12:21
You, me, holiday.
00:12:24
Holiday? Wow, I could do with a holiday.
00:12:24
Holiday? Wow, I could do with a holiday.
00:12:29
Is that me?
00:12:29
Is that me?
00:12:41
Back again, sorry, can never leave.
00:12:41
Back again, sorry, can never leave.
00:12:44
Forgot my bloody purse.
00:12:44
Forgot my bloody purse.
00:13:09
Hi, I'm Joanne - I look after Libby.
00:13:09
Hi, I'm Joanne - I look after Libby.
00:13:12
Oh hello darling, is she being good for you?
00:13:12
Oh hello darling, is she being good for you?
00:13:14
Libby? Yeah she's great, she's so bright.
00:13:14
Libby? Yeah she's great, she's so bright.
00:13:17
Is she?
00:13:17
Is she?
00:13:18
Do you think she'll be able to get a job one day?
00:13:18
Do you think she'll be able to get a job one day?
00:13:21
Yeah I think she'll be able to have a career in whatever she likes.
00:13:21
Yeah I think she'll be able to have a career in whatever she likes.
00:13:24
Oh God bless her.
00:13:24
Oh God bless her.
00:13:26
Her grandad was deaf you know, from birth.
00:13:26
Her grandad was deaf you know, from birth.
00:13:30
He had a job as a cleaner.
00:13:30
He had a job as a cleaner.
00:13:33
I knew him.
00:13:33
I knew him.
00:13:34
Really Libby's grandad?
00:13:34
Really Libby's grandad?
00:13:37
Sorry do you mean Paul's dad or Sue's dad?
00:13:37
Sorry do you mean Paul's dad or Sue's dad?
00:13:41
Neither darling.
00:13:41
Neither darling.
00:13:43
She's not Paul's, you know.
00:13:43
She's not Paul's, you know.
00:13:46
I told him he should have left, But he never listens to his mother.
00:13:46
I told him he should have left, But he never listens to his mother.
00:13:51
Right, well it was really nice to meet you.
00:13:51
Right, well it was really nice to meet you.
00:13:53
You too dear.
00:13:53
You too dear.
00:14:02
Alright then?
00:14:02
Alright then?
00:14:03
Yep, I couldn't find it but I've got my card.
00:14:03
Yep, I couldn't find it but I've got my card.
00:14:24
Found you.
00:14:24
Found you.
00:14:25
Easy.
00:14:25
Easy.
00:14:26
Oh it was easy, that's why.
00:14:26
Oh it was easy, that's why.
00:14:29
I thinking.
00:14:29
I thinking.
00:14:31
Thinking? About what?
00:14:31
Thinking? About what?
00:14:34
My ears are broken.
00:14:34
My ears are broken.
00:14:44
I know that she's progressing, but I'm worried -
00:14:44
I know that she's progressing, but I'm worried -
00:14:48
She's learning this language that I don't know and no one in her school will know.
00:14:48
She's learning this language that I don't know and no one in her school will know.
00:14:52
When you have a child you want them to be normal you want them to be perfect.
00:14:52
When you have a child you want them to be normal you want them to be perfect.
00:14:56
She is normal Sue. She's just deaf.
00:14:56
She is normal Sue. She's just deaf.
00:14:58
Look, I know it's your area of expertise, but you must understand, I'm Libby's mother -
00:14:58
Look, I know it's your area of expertise, but you must understand, I'm Libby's mother -
00:15:03
and I know what's best for her.
00:15:03
and I know what's best for her.
00:15:05
No, of course you know best -
00:15:05
No, of course you know best -
00:15:07
It's just the schools don't always understand deafness and you have to fight for the support, but it is out there.
00:15:07
It's just the schools don't always understand deafness and you have to fight for the support, but it is out there.
00:15:13
I know what I'm doing Jo, you must understand I've been a mother for a very long time -
00:15:13
I know what I'm doing Jo, you must understand I've been a mother for a very long time -
00:15:18
I do appreciate your concern. Paul and I will arrange to go in and see the head.
00:15:18
I do appreciate your concern. Paul and I will arrange to go in and see the head.
00:15:22
I mean, do you think we'd send her to school without making sure everything was in place first?
00:15:22
I mean, do you think we'd send her to school without making sure everything was in place first?
00:16:06
[Phone ringing]
00:16:06
[Phone ringing]
00:16:15
Hello.
00:16:15
Hello.
00:16:16
- Hello Joanne, you okay?
00:16:16
- Hello Joanne, you okay?
00:16:18
Yeah I'm fine, I'm on the bike, everything okay?
00:16:18
Yeah I'm fine, I'm on the bike, everything okay?
00:16:20
- Just, erm.
00:16:20
- Just, erm.
00:16:23
Sorry this is a difficult thing to say, but -
00:16:23
Sorry this is a difficult thing to say, but -
00:16:26
Paul and I have been talking and we think it's best if Libby stops the sign language.
00:16:26
Paul and I have been talking and we think it's best if Libby stops the sign language.
00:16:30
- What? Why?
00:16:30
- What? Why?
00:16:31
We think that speech therapy Is a better route to take.
00:16:31
We think that speech therapy Is a better route to take.
00:16:35
- I'm really sorry, Jo. - I don't understand she was doing so well -
00:16:35
- I'm really sorry, Jo. - I don't understand she was doing so well -
00:16:38
- I know. For school it's really important that she carries on with
00:16:38
- I know. For school it's really important that she carries on with
00:16:41
sign language and gets extra support.
00:16:41
sign language and gets extra support.
00:16:43
- Look, we've talked a lot about this Jo and we've actually been in to see the head -
00:16:43
- Look, we've talked a lot about this Jo and we've actually been in to see the head -
00:16:46
and they had a little deaf boy a few years ago and he was absolutely fine -
00:16:46
and they had a little deaf boy a few years ago and he was absolutely fine -
00:16:49
they know what they're doing.
00:16:49
they know what they're doing.
00:16:51
I'm nearly here now, can I explain it to her, because she'll wonder where I am.
00:16:51
I'm nearly here now, can I explain it to her, because she'll wonder where I am.
00:17:23
Okay class, open your books -
00:17:23
Okay class, open your books -
00:17:25
Write the date at the top and we'll start the spelling test.
00:17:25
Write the date at the top and we'll start the spelling test.
00:17:29
Number one, 'there'.
00:17:29
Number one, 'there'.
00:17:33
Number two, 'hear'.
00:17:33
Number two, 'hear'.
00:18:18
I love you.
00:18:18
I love you.
00:18:24
I love you.
00:18:24
I love you.