Case study: Sam

Marion recalls, 'For the first two weeks I thought "I can't do this". He used to scream, curl up, and bang his head. I decided the only way to get through to him was to approach him gently and slowly. I'd sing to him, kneeling behind him; he started leaning on me, so he could feel the vibrations. He could feel my breath on his face, and he used to put his hand on my throat, establishing a level of touch he was comfortable with.

'Sam's hearing teacher and I decided on the signs we'd start with. We use objects of reference, and an adapted form of BSL. I put my hands underneath his, do the signs on his body, touch his lips, and so on. In the beginning, we just used to clap, and I'd tickle his hands and play games with his hands, so he got used to using his hands. And during all this time we kept speech going as well. Then we started introducing objects of reference. If I was taking him to the sand I'd give him a spade, or if we were going to the water I'd give him a toy boat. I'd tell him what was going on around him, and if he made a sound I'd repeat it, because we don't know how much he can hear. He understands lots of signs now. I tap his palm with my index finger, for "do you want to go outside" or give him the "swing" sign, and he'll go towards the door. He does the signs for "more" and "home", so he's starting to sign back.