Why is it important to safeguard deaf children?
It is important to safeguard all children and young people from harm. However, those with
hearing loss are particularly vulnerable. For the purposes of this guide, the term deaf is used
to apply to all those with hearing loss which might affect communication, interaction and
development. Deafness is of varying degrees: mild; moderate; severe; and profound.
Deafness can significantly impede a child’s ability to develop language and to communicate
effectively. This can present a barrier to their social, emotional and intellectual development
and impact on their ability to express their emotions, needs and concerns. This can make
them particularly vulnerable to:
- Social isolation and a lack of social opportunities;
- Neglect, particularly where appropriate communication and language are not fostered
and stimulated;
- Abuse and bullying within the home and outside;
- Social and emotional difficulties, poor self-esteem and mental health needs; and
- Low levels of literacy and educational achievement.
When communicating with deaf children: this is best done in a quiet area and reduce any
background noise; check understanding and be aware that they will be looking at your face
expressions for visual cues to support their understanding; it is best when one person is
speaking at a time; and to aid lip reading, avoid face obstructions i.e. masks / hands over the
mouth, face the child, speak clearly and avoid bright lights or windows behind the speaker—
which cast a shadow over them and the child cannot see their faces clearly.
What help is available to deaf children in Leeds
There is a range of help available to deaf children and young people in Leeds:
Teacher of the Deaf - Every deaf child will have an allocated Teacher of the Deaf (ToD)
from within the Children and Families Sensory Service (guide). The ToD can advise on
appropriate approaches to communicating with the child, and whether communication
support is required. The ToD will have all background information, such as how the
hearing loss is affecting the child, and which other practitioners are working with the
child. Other key practitioners to contact may include the health visitor, audiologist,
speech and language therapist and those in the early years setting.
Equipment — Deaf children are usually provided with hearing aids, and some are fitted
with cochlear implants. It is important that parents/carers and practitioners understand
the implications, encourage their use, and take appropriate care of the devices. Deaf
children can benefit from other equipment to enable them to participate in everyday life.
All deaf children and young people can access a technology assessment from
Leeds Hearing and Sight Loss Service.
Sign language—Access to sign language will be important to many deaf children
including those who also have access to spoken language. This includes those who
have cochlear implants and who are learning spoken language. Families will often
require support and encouragement to develop and use signing skills, as it requires
significant ongoing commitment.
What should practitioners consider when working with deaf children?
When working with a deaf child or young person it is important to:
Seek advice from specialists, particularly the child’s Teacher of the Deaf, and if
appropriate, the speech and language therapist or other practitioners;
Check that the child is attending appropriate appointments e.g. audiology, as these are
vital in their wellbeing and development;
Consider how the child is developing language and communication skills, and how well
the family and others are providing the necessary support and framework for this;
Ensure that the child can communicate effectively with you, using sign language with
professional interpretation where it is the child’s preferred or strongest method;
Ensure that equipment needs are met and that they are being used and functioning well;
Check that the child has opportunities to socialise; and has access to other deaf children
if they want this; and
Check that pre-school children have access to early learning opportunities and settings,
and older children have access to activities out of school time.
What can practitioners do to support families?
Families of deaf children need to be proactive in helping their child develop language, and thrive
however most families of deaf children have no prior experience of deafness. Parents may
experience grief and anger, and may question their parenting skills. It is vital that deaf
children can express their social and emotional wellbeing. Practitioners should support and
challenge parents/carers to:
- Form a strong bond with their deaf child from the earliest age;
- Develop skills to communicate effectively with their child, whether through spoken
language, sign or both;
- Create an environment where communication helps their child develop language, social
skills, cognitive abilities and to stay safe; and
- Engage with health and education professionals with expertise to assess needs and help
parents to address these.
Key practitioners should be involved in developing an early help plan (guide), which will
coordinate activities and improve outcomes for the child. If an early help plan does not achieve
the desired outcomes for the child due to the high levels of support needed, or if there is a
concern that the child is at risk of significant harm, then contact should be made to duty and
advice team (guide). When making the contact, it is important to emphasise that the child has
a hearing loss, and to give details of practitioners who can give specialist advice.
Key contacts and for further information
Contact the Deaf and Hearing Impairment Team (DAHIT) tel: 0113 3785296 and
Leeds Hearing and Sight Loss Service tel: 0113 288 5750 email: leedsinfo@bid.org.uk
You can contact the National Deaf Children’s Society (NDCS) tel: 0808 800880 and advisory
service tel: 0121 234825 and access their practitioners’ guide.
You can also watch the following videos about Hearing Awareness, Hearing and Balance Centre,
and Hearing Aid Self Help from the NHS in Leeds.
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