The Silent Child | Oscar® Winning Short Film

NITVShorts

20 Nov 202020:04

EducationalLearning

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TLDRThe script revolves around a family dealing with the challenges of raising Libby, a deaf child. Joanne, a caregiver, is introduced to help Libby become more confident before school. The family grapples with the decision between speech therapy and sign language, with Joanne advocating for the latter. Conflicts arise as Libby's parents, Paul and Sue, have differing views on her upbringing and communication methods. The script highlights the emotional journey of acceptance and the importance of effective communication for Libby's development.

Takeaways

🎻 The family is coordinating schedules for their children's activities, with one child having a cello lesson at six and another having ballet at 5:30.
👨‍👧 Paul is asked to take care of the children as the mother is unable to be in two places at once, highlighting the family's reliance on each other.
🤔 There's a discussion about the use of the word 'chill' by older people, suggesting a generational gap in language use and understanding.
👩‍🏫 Joanne arrives to help with a child named Libby, who has hearing difficulties, indicating the family's efforts to support her development.
🦻 Libby has a hearing aid but refuses to wear it, showing resistance to tools that could aid her communication.
👂 The family discovered Libby's deafness at the age of 3.5, which might have been overlooked due to some hearing in her left ear.
🚫 Libby did not qualify for a cochlear implant, which was disappointing for the family.
💬 Communication with Libby primarily relies on lip-reading, and she has difficulty with speech, emphasizing the challenges she faces in verbal communication.
👍 Joanne suggests using sign language to communicate with Libby, which can be less frustrating and beneficial for her.
📚 Joanne plans to bring books and other resources to help Libby, showing a proactive approach to her care.
🏠 The family considers the possibility of taking Libby to the park, indicating an interest in engaging her in outdoor activities.
🏫 There's a debate about whether to focus on sign language or lip-reading for Libby's schooling, reflecting the complexities of choosing the best communication method.

Q & A

What is the main concern of the parents regarding their daughter Libby?
-The main concern of the parents is that Libby is deaf and they want her to be more confident before starting school. They are also worried about her communication skills and whether she will be able to speak.
Why is the family considering sign language for Libby?
-The family is considering sign language for Libby because she is deaf and it can be a less frustrating form of communication for her, which might help her to be more confident.
What does Joanne, the helper, suggest as a method to communicate with Libby?
-Joanne suggests using a combination of speech and sign language to communicate with Libby, as many children respond well to sign language.
What is the role of Joanne in the script?
-Joanne is a helper who is assisting Libby and her family. She is knowledgeable about sign language and is trying to support Libby's communication development.
What is the time conflict mentioned in the script?
-The time conflict mentioned is that the parents have multiple children with different schedules, such as Pip's ballet at 5:30, and they are unable to divide their attention to be in multiple places at once.
Why does the mother feel she might be an 'awful mother'?
-The mother feels she might be an 'awful mother' because she only found out that Libby was deaf when she was 3 and a half, and she feels guilty for not realizing it sooner.
What is the father's reaction to the suggestion of using sign language for Libby?
-The father seems to be open to the idea of using sign language for Libby, as he agrees with Joanne's suggestion and is willing to try it.
What is the significance of the hearing aid mentioned in the script?
-The significance of the hearing aid is that Libby has one, but she won't wear it, which adds to the complexity of her situation and the family's efforts to improve her communication.
What does the family hope to achieve by working with Joanne?
-The family hopes that by working with Joanne, Libby will become more confident in her communication abilities and be better prepared for school.
What is the potential plan for Libby's future regarding her education and communication?
-The potential plan is to incorporate both sign language and lip-reading to help Libby communicate effectively. The family is also considering the possibility of Libby needing an interpreter and extra support at school.

Outlines

00:00

😣 Family Dynamics and Scheduling Challenges

The first paragraph introduces a busy family dealing with scheduling conflicts and the arrival of Joanne, a helper for their deaf daughter, Libby. The parents are juggling their children's activities, with the father, Paul, needing to leave for work and the mother discussing their daughter's reluctance to wear her hearing aid. Joanne is welcomed into the family, and they express their hopes for Libby's increased confidence before school. The conversation also touches on the challenges of Libby's communication and her mother's guilt over not realizing Libby's deafness earlier.

05:50

👪 Discussing Libby's Education and Communication

In the second paragraph, the family and Joanne delve deeper into Libby's communication methods, discussing the possibility of sign language and the challenges it presents in a world where few people know it. The family considers the benefits of sign language over lip-reading, and Joanne offers her support. There's also a hint of tension as the parents discuss their son Seb's academic success and the mother's concern over Libby's future communication at school.

10:55

🤔 Contemplating Sign Language and Social Integration

The third paragraph continues the conversation about sign language, with Joanne teaching the family some signs and discussing Libby's progress. There's a light-hearted moment where the family teases Seb about his hair, and a deeper discussion about Libby's potential career and the grandmother's past experience with deafness. The paragraph ends with a misunderstanding about Libby's parentage and a poignant moment where Sue, Libby's mother, expresses her fears about Libby's social integration and the uniqueness of her language.

16:07

📞 Decision to Discontinue Sign Language

In the final paragraph, there's a significant turn of events as Joanne receives a phone call from Libby's parents, who have decided to stop Libby's sign language lessons in favor of speech therapy. This decision leaves Joanne confused and upset, as she believes sign language is crucial for Libby's development and school readiness. The paragraph ends with a classroom scene where students are being asked to write the words 'there' and 'hear', and a heartfelt repetition of 'I love you' in sign language, symbolizing Libby's connection to Joanne and her world of signing.

Mindmap

Keywords

💡Cello

Cello typically refers to a musical instrument, but in this context, it seems to be a name or a code word for an event or activity. The script mentions 'What times cello tonight?' indicating an event or activity scheduled for the evening, though the exact nature of 'cello' is not clarified within the provided transcript.

💡Ballet

Ballet is a performing arts form that combines music, storytelling, and dance. In the script, 'Pip has ballet at 5:30' suggests that Pip is involved in a ballet class or performance, highlighting the character's extracurricular activities and the scheduling conflicts faced by the family.

💡Hearing aid

A hearing aid is a device worn in or behind the ear to amplify sound for individuals with hearing loss. The script mentions 'She has a hearing aid, but she won't wear it,' which indicates a challenge faced by the character in adapting to assistive technology, likely due to discomfort or self-consciousness.

💡Deafness

Deafness refers to the partial or total loss of hearing. The script discusses the discovery of a character's deafness at '3 and a half,' indicating a late diagnosis and the subsequent emotional and practical implications for the family, such as the need for sign language and special education considerations.

💡Cochlear implant

A cochlear implant is a surgically implanted device that provides a sense of sound to a person who is profoundly deaf or severely hard-of-hearing. The script reveals that the character 'did not qualify for a cochlear implant,' which is a significant detail about her hearing loss and the limitations in available treatment options.

💡Sign language

Sign language is a visual-manual mode of communication used by deaf and hard-of-hearing individuals. The script discusses the use of sign language as a means of communication for the character, with Joanne considering 'a combination of speech and sign language' to communicate with her, showing the exploration of different communication methods.

💡Lip reading

Lip reading, or speechreading, is the practice of understanding speech by watching the movements of the lips and face. The script mentions that the character 'just lip reads,' which is a key aspect of her communication strategy and a testament to her adaptability despite her hearing impairment.

💡Interpreter

An interpreter is a person who translates spoken or signed language into another language or form of communication. The script suggests that the character might need 'an interpreter sat with her' at school, indicating the potential need for additional support in an educational setting.

💡Speech therapy

Speech therapy involves the assessment, treatment, and management of communication disorders. The script ends with a decision to focus on 'speech therapy' for the character instead of sign language, reflecting a shift in the approach to her communication development and the ongoing debate about the best methods for deaf education.

💡G.C.S.E's

G.C.S.E. stands for General Certificate of Secondary Education, which are exams taken in the UK by students at the end of their secondary education. The script mentions 'Seb's got his G.C.S.E's and he got A*'s in his mocks,' highlighting the academic achievements of another character and the family's involvement in education.

💡Normal

Normal refers to conforming to a standard, typical pattern, or what is expected. The script includes a discussion about wanting a child to be 'normal' and 'perfect,' which touches on societal expectations and the emotional challenges faced by parents of children with disabilities.

Highlights

The family is coordinating schedules for their child's cello lesson and ballet class.

The mother expresses concern about being unable to divide her attention between multiple children's activities.

Joanne, a professional, arrives early to help with the child who has hearing difficulties.

The child, Libby, has a hearing aid but is resistant to wearing it.

Libby's parents only discovered her deafness at the age of three and a half.

Joanne suggests using a combination of speech and sign language to communicate with Libby.

The family discusses the potential benefits of sign language for Libby's communication.

Joanne offers to provide additional support and resources for Libby's learning.

The family considers the practicality of learning sign language as a family.

A debate arises about whether to focus on lip-reading or sign language for Libby's development.

Joanne emphasizes the importance of sign language for Libby's future schooling and social interactions.

The mother expresses her desire for Libby to speak and her concerns about sign language's impact on normalcy.

Joanne faces a difficult conversation with Libby's parents about discontinuing sign language lessons.

Libby's parents believe that speech therapy is a better option for their daughter's development.

Joanne disagrees with the decision, advocating for the continuation of sign language to support Libby's needs.

The transcript ends with a classroom setting, suggesting a return to a more traditional educational environment.

Transcripts

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