There is no single "right" way
Every deaf child is different. The best approach depends on:
- Their level of hearing
- Whether hearing aids or implants help
- Family preferences and deaf identity
- What they respond to best
Communication approaches
| Approach | Description | Best for |
|---|---|---|
| Auditory oral | Learning through listening and speaking | Children who get good benefit from hearing aids |
| Auditory verbal | Intensive listening therapy to develop speech | Cochlear implant users, often younger children |
| Cued speech | Hand shapes near the face to clarify lip patterns | Children who need visual support with speech |
| Sign Supported English (SSE) | Spoken English with BSL signs | Children who need visual reinforcement |
| Total Communication | Mix of speech, sign, gesture, and visual cues | Many children, especially with additional needs |
| British Sign Language (BSL) | A full visual language with its own grammar | Children who do not get enough benefit from hearing aids, deaf children of deaf parents |
Cochlear implants and language
Children with cochlear implants can develop spoken language, but:
- They need intensive listening practice
- Results vary
- Some families choose a bilingual approach (BSL and spoken English)
- There is no shame in using sign — it supports language development either way
Bilingualism is a strength
Research shows that deaf children who learn BSL and English do better academically and socially than those denied sign. BSL is a recognised language in the UK.
Finding BSL classes
- NDCS runs family sign language sessions
- Local deaf clubs often welcome families
- Online courses (e.g. BSL Zone, Signature)
- Your ToD may run parent groups
What families say
"We chose both. Our daughter speaks and signs. She can talk to her hearing friends and her deaf friends. Why limit her?"