The Silent Child | Oscar® Winning Short Film
Summary
TLDREl guion trata sobre una familia que busca ayuda para su hija sorda, Libby. Contratan a Joanne, quien enseña a Libby lenguaje de señas. A pesar del progreso de Libby, los padres deciden detener las lecciones de lenguaje de señas en favor de la terapia del habla, basándose en la experiencia del colegio con otro niño sordo. Esto lleva a Joanne a cuestionar la decisión, ya que cree firmemente en el valor del lenguaje de señas y el apoyo adicional para la educación de Libby.
Takeaways
- 🎻 La familia está organizando sus horarios para differentes eventos, incluyendo un violonchelo y ballet.
- 👨👩👧👦 Hay un desafío logístico para atender a todos los niños con sus actividades.
- 🕔 Se destaca la importancia de la puntualidad y la gestión del tiempo en la familia.
- 🧍♀️ Se presenta a Joanne como una figura de apoyo para la familia, llegando temprano para ayudar.
- 👂 Se discute la situación de la niña sorda, Libby, y su uso del auricular.
- 👨👩👧 La madre de Libby expresa preocupación por su condición y la posibilidad de que no sea aceptada en la sociedad.
- 📚 Se menciona la educación de Libby, incluyendo la consideración de un implante coclear y su falta de habilidades de lenguaje.
- 🤝 Se aborda la comunicación en la familia, con un enfoque en el lenguaje de señas y la lectura de labios.
- 🏡 Se sugiere la idea de que la familia aprenda el lenguaje de señas para apoyar a Libby.
- 👵 Se revela que la abuela de Libby también era sorda, lo que podría tener implicaciones para su educación y apoyo.
- 🏫 Se discute la preparación para el aprendizaje escolar de Libby y las posibles dificultades que enfrentaría en un entorno donde pocos conocen el lenguaje de señas.
- 📱 Se muestra la dinámica de la familia y las preocupaciones de los padres sobre la comunicación y el apoyo escolar para Libby.
Q & A
¿Cuál es el problema que tienen con Libby?
-Libby es sorda y no usa su audífono, lo que complica su comunicación y educación.
¿Qué hora es la cita de Cello esta noche?
-La cita de Cello esta noche es a las seis.
¿Qué otro compromiso tienen los padres la misma noche que la cita de Cello?
-Tienen que llevar a Pip al ballet a las 5:30.
¿Quién es Joanne y qué papel juega en la vida de Libby?
-Joanne es una persona que viene a ayudar con Libby, trabajando con ella para mejorar su comunicación y confianza.
¿Por qué la madre de Libby siente que es una madre mala?
-La madre de Libby siente que es una madre mala porque no sabían que su hija era sorda hasta los 3 años y medio, lo que la hace sentir culpable.
¿Por qué Libby no califica para un implante coclear?
-No se detalla en el guion, pero se menciona que no califica, lo que ha sido un golpe para la familia.
¿Cómo es la comunicación de Libby?
-Libby depende principalmente de la lectura labial y su habla no es buena.
¿Qué estrategia planea usar Joanne para ayudar a Libby?
-Joanne planea usar una combinación de habla y lenguaje de señas para trabajar con Libby.
¿Cómo reacciona la madre de Libby ante la idea de usar lenguaje de señas?
-La madre de Libby está preocupada de que Libby esté aprendiendo un lenguaje que ella no conoce y que no será conocido por otros en la escuela.
¿Cuál es el plan de los padres de Libby con respecto al lenguaje de señas y la terapia de habla?
-Después de hablar con el director de la escuela, los padres de Libby deciden que es mejor enfocarse en la terapia de habla en lugar del lenguaje de señas.
¿Qué revela la abuela de Libby sobre su linaje?
-La abuela de Libby revela que el abuelo de Libby era sordo desde el nacimiento y trabajaba como limpiador.
Outlines
😀 Reunión familiar y llegada de Joanne
La familia discute sobre los horarios de las actividades de los niños, como el ballet de Pip y la ayuda que necesitan para manejar sus rutinas. Joanne llega para ayudar con Libby, una niña sorda que tiene dificultades para comunicarse y llevar una vida normal. Se menciona que Libby no utiliza su audífono y que la familia está preocupada por su capacidad para comunicarse y su futuro escolar.
🧳 Preparativos para una salida y discusiones sobre el lenguaje de señas
Se describe la preparación de la familia para una salida al parque y la interacción diaria con Libby. Se plantea la idea de enseñarle al resto de la familia el lenguaje de señas para apoyar a Libby. Se discute la posibilidad de que Libby use tanto el lenguaje de señas como la lectura labial y se menciona la carga de trabajo que esto implica para la familia.
👂 Progreso en el lenguaje de señas y conversaciones familiares
Libby comienza a usar el lenguaje de señas, lo que indica progreso en su comunicación. Se presentan conversaciones entre los miembros de la familia sobre su apariencia y las dinámicas familiares. Se revela que Libby no es hija de Paul, sino que fue adoptada, y se discute la posibilidad de que Libby encuentre un trabajo en el futuro.
📞 Decisión familiar sobre el lenguaje de señas
Sue, la madre de Libby, llama a Joanne para decirle que han decidido que Libby deje de aprender lenguaje de señas y se centre en la terapia del habla. Se menciona que la escuela tiene experiencia con niños sordos y que pueden manejar el caso de Libby sin la necesidad del lenguaje de señas. Se cierra con la preocupación de Joanne por cómo se le comunicará la noticia a Libby.
Mindmap
Keywords
💡célula
💡baloncesto
💡ayuda
💡audífono
💡discapacidad auditiva
💡lenguaje de señas
💡interprete
💡inmersión
💡desarrollo del lenguaje
💡comunicación no verbal
💡inclusión
Highlights
Discussion about the timing of cello practice and ballet, highlighting the challenges of scheduling.
Introduction of Joanne, who is there to help Libby, indicating a support system.
Concerns raised about Libby's hearing aid usage and the mother's feelings of inadequacy.
Mention of Libby's deafness being discovered at 3.5 years old, emphasizing late diagnosis.
Discussion on the lack of cochlear implant qualification, highlighting emotional impact.
Joanne suggests a combination of speech therapy and sign language for Libby's communication.
Mother expresses worries about Libby's ability to communicate effectively in school.
Joanne reassures the mother that Libby is not an awful child and that her struggles are common.
The importance of interactive learning methods for children with hearing impairments is discussed.
Mother expresses concern over the practicality of learning sign language as a family.
Joanne offers to help with Libby's education and support needs.
Discussion about the need for an interpreter in school for Libby's effective communication.
Mother's determination to ensure Libby receives the necessary support in school.
Conflict arises when the mother decides to discontinue sign language in favor of speech therapy.
Joanne emphasizes the importance of maintaining sign language for Libby's educational success.
The conversation highlights the emotional struggles of a mother navigating her child's deafness.
Transcripts
What times cello tonight?
What times cello tonight?
Six.
Six.
Oh god, you'll have to run him Paul Pip has ballet at 5:30, I can't split myself in two.
Oh god, you'll have to run him Paul Pip has ballet at 5:30, I can't split myself in two.
Yeah okay, chill, that's fine.
Yeah okay, chill, that's fine.
It sounds so weird when old people say "chill".
It sounds so weird when old people say "chill".
Charming.
Charming.
What time is the 'help' arriving?
What time is the 'help' arriving?
Joanne is arriving at -
Joanne is arriving at -
Yeah, it's time to go grab your bags please.
Yeah, it's time to go grab your bags please.
Oh god she's early. Paul can you go to the door and take Libby with you?
Oh god she's early. Paul can you go to the door and take Libby with you?
I'm leaving now I'm already late.
I'm leaving now I'm already late.
Oh hi. I was just about to knock, I'm Joanne.
Oh hi. I was just about to knock, I'm Joanne.
Yes - Suzanne, she'll be down in a minute -
Yes - Suzanne, she'll be down in a minute -
Thanks for helping us out, we have quite low expectations.
Thanks for helping us out, we have quite low expectations.
We just wanted her to be a little bit more confident in time for school.
We just wanted her to be a little bit more confident in time for school.
Right.
Right.
Anyway
Anyway
She has a hearing aid, but she won't wear it.
She has a hearing aid, but she won't wear it.
And I'm assuming there's no history of deafness on yours or your husband's side?
And I'm assuming there's no history of deafness on yours or your husband's side?
No we only found out she was deaf when she was 3 and a half -
No we only found out she was deaf when she was 3 and a half -
Which probably makes me a bloody awful mother but -
Which probably makes me a bloody awful mother but -
Because she had a bit of hearing in her left ear that was overcompensating -
Because she had a bit of hearing in her left ear that was overcompensating -
Apparently that's common?
Apparently that's common?
You're not an awful mother it's very common -
You're not an awful mother it's very common -
And you said she didn't qualify for a cochlear implant?
And you said she didn't qualify for a cochlear implant?
No, which was a real blow.
No, which was a real blow.
And what's her communication like does she know any sign language or -
And what's her communication like does she know any sign language or -
[car horn] Is it just lip reading?
[car horn] Is it just lip reading?
Just lip reading.
Just lip reading.
And her speech?
And her speech?
Not good.
Not good.
Well I'll probably start with a combination of speech and -
Well I'll probably start with a combination of speech and -
Sign language just to see where she's at -
Sign language just to see where she's at -
A lot of children respond really well to sign, because it's less frustrating.
A lot of children respond really well to sign, because it's less frustrating.
I can't see that being the case, Libby follows what we're saying really well.
I can't see that being the case, Libby follows what we're saying really well.
Right, well I'm sure she'll be fine then.
Right, well I'm sure she'll be fine then.
[car horn]
[car horn]
Stop you idiot. I'm on the phone.
Stop you idiot. I'm on the phone.
Okay, so make yourself at home, sit down if you like -
Okay, so make yourself at home, sit down if you like -
Libby there's someone here to see you -
Libby there's someone here to see you -
Libby can I have the remote please?
Libby can I have the remote please?
Libby!
Libby!
[Libby screams] Libby can I have the remote?
[Libby screams] Libby can I have the remote?
She's usually happy when she's watching TV -
She's usually happy when she's watching TV -
She can be very difficult, we don't even know what's wrong with her.
She can be very difficult, we don't even know what's wrong with her.
Is there any pattern to that happening?
Is there any pattern to that happening?
Oh no, you know what they're like at this age -
Oh no, you know what they're like at this age -
My other two were the same.
My other two were the same.
Mum, my exam starts in 25 minutes.
Mum, my exam starts in 25 minutes.
Yes I'm coming -
Yes I'm coming -
Seb's got his G.C.S.E's and he got A*'s in his mocks -
Seb's got his G.C.S.E's and he got A*'s in his mocks -
So I better not make him late -
So I better not make him late -
You've got my mobile number, I'll be back in a few hours to see how you got on -
You've got my mobile number, I'll be back in a few hours to see how you got on -
You'll be brilliant -
You'll be brilliant -
Bye Libby darling.
Bye Libby darling.
Can I play?
Can I play?
Let me show you something, you'll like it.
Let me show you something, you'll like it.
Your mums here.
Your mums here.
How's it been?
How's it been?
Yeah good.
Yeah good.
I told you she was quiet
I told you she was quiet
Does she ever interact?
Does she ever interact?
Yeah she follows what we're saying really well -
Yeah she follows what we're saying really well -
Trust me when Libby's unhappy you'll know about it.
Trust me when Libby's unhappy you'll know about it.
I think I'll just try her with some more interactive stuff -
I think I'll just try her with some more interactive stuff -
I've got quite a few books that I think would be useful, there's actually a . . .
I've got quite a few books that I think would be useful, there's actually a . . .
Hello?
Hello?
I've literally just walked in, can I call you back in 5 minutes -
I've literally just walked in, can I call you back in 5 minutes -
I'm really sorry.
I'm really sorry.
Sorry, that was Paul's mum she's a bloody nuisance.
Sorry, that was Paul's mum she's a bloody nuisance.
Oh it's fine, I'll just bring some stuff to try her with tomorrow -
Oh it's fine, I'll just bring some stuff to try her with tomorrow -
Does she like the park?
Does she like the park?
Well I haven't taken her since she was tiny but I'm sure she'd love it -
Well I haven't taken her since she was tiny but I'm sure she'd love it -
It's only 5 minutes away.
It's only 5 minutes away.
Yeah I saw it, great.
Yeah I saw it, great.
Thanks Joanne.
Thanks Joanne.
Okay bye.
Okay bye.
Are you moving in?
Are you moving in?
They're for Libby.
They're for Libby.
She's inside with Sue, she's in a good mood -
She's inside with Sue, she's in a good mood -
Libby I mean. Sue's never in a good mood.
Libby I mean. Sue's never in a good mood.
- Hey! - Oh hey.
- Hey! - Oh hey.
Hey Libby, oh sorry the door was open . . .
Hey Libby, oh sorry the door was open . . .
Looks like you're going to have a busy day -
Looks like you're going to have a busy day -
I'm so sorry I've got to shoot off again -
I'm so sorry I've got to shoot off again -
I've got to take Paul's mum to the hospital.
I've got to take Paul's mum to the hospital.
Oh no worries.
Oh no worries.
Bye Libs, you be good.
Bye Libs, you be good.
See you later.
See you later.
Bye.
Bye.
What's that?
What's that?
Milk.
Milk.
Orange Juice.
Orange Juice.
So what's that?
So what's that?
Want to go to the park and feed the ducks?
Want to go to the park and feed the ducks?
You know ducks -
You know ducks -
Ducks.
Ducks.
Let's pack a bag, where is your bag?
Let's pack a bag, where is your bag?
Orange.
Orange.
You want orange juice?
You want orange juice?
Let's get you some orange juice then.
Let's get you some orange juice then.
Finished, I'm full.
Finished, I'm full.
You're Full?
You're Full?
You won't want any sweets then?
You won't want any sweets then?
What sweets?
What sweets?
That's my favourite.
That's my favourite.
Your favourite?
Your favourite?
Mine too.
Mine too.
I just wondered how she'll get on with the sign language at school?
I just wondered how she'll get on with the sign language at school?
How'd you mean?
How'd you mean?
Well I'm not sure that many people know it?
Well I'm not sure that many people know it?
Well she'd need to have an interpreter sat with her and extra support -
Well she'd need to have an interpreter sat with her and extra support -
and well I'm not trying to talk myself into a job but I'd be more than happy to help.
and well I'm not trying to talk myself into a job but I'd be more than happy to help.
Right okay -
Right okay -
I'm just wondering if we should focus more on the lip-reading, rather than the sign language?
I'm just wondering if we should focus more on the lip-reading, rather than the sign language?
Well as it stands at the moment Libby's going to struggle with speech -
Well as it stands at the moment Libby's going to struggle with speech -
So a combination of sign language and lip-reading will have the best results.
So a combination of sign language and lip-reading will have the best results.
Look I know it can feel a bit alien but the basics are actually really easy to learn -
Look I know it can feel a bit alien but the basics are actually really easy to learn -
Might be a nice thing to do as a family.
Might be a nice thing to do as a family.
I'm just not sure how doable that is at the moment -
I'm just not sure how doable that is at the moment -
Pip has ballet and Seb rehearses with the Midland choir three times a week -
Pip has ballet and Seb rehearses with the Midland choir three times a week -
But we'll chat about it tomorrow, I'll talk to Paul.
But we'll chat about it tomorrow, I'll talk to Paul.
Okay great -
Okay great -
Right.
Right.
Thanks Sue.
Thanks Sue.
I want her to speak, Paul.
I want her to speak, Paul.
[Argument]
[Argument]
- Seb can you pass me the jam please - Oh Sue, don't forget that letter will you?
- Seb can you pass me the jam please - Oh Sue, don't forget that letter will you?
Did you ever find your leather jacket?
Did you ever find your leather jacket?
Yes it was in the office.
Yes it was in the office.
Orange.
Orange.
She's signing.
She's signing.
She's probably hungry - Can you pass me that butter, Seb?
She's probably hungry - Can you pass me that butter, Seb?
I think it means orange juice, Jo taught me some stuff.
I think it means orange juice, Jo taught me some stuff.
Thank you.
Thank you.
- That's cool - Yeah Jo's doing a good job.
- That's cool - Yeah Jo's doing a good job.
You know, however many hairstyles you try, she's not going to go out with you.
You know, however many hairstyles you try, she's not going to go out with you.
Oh, talk of the devil.
Oh, talk of the devil.
Quick, someone give him some hair wax. - Shut up.
Quick, someone give him some hair wax. - Shut up.
- Morning. - Morning Jo.
- Morning. - Morning Jo.
Hello, hello.
Hello, hello.
Jo, what do you think of Seb's hair?
Jo, what do you think of Seb's hair?
Yeah, it's cool.
Yeah, it's cool.
Treasure.
Treasure.
What is it Libs? What's she saying, television?
What is it Libs? What's she saying, television?
No, I think she wants to look for treasure so, I'll sort that out.
No, I think she wants to look for treasure so, I'll sort that out.
You want treasure?
You want treasure?
Thank you. Right so I'm on the bloody hospital run again with Paul's mum today -
Thank you. Right so I'm on the bloody hospital run again with Paul's mum today -
I think I mentioned last night, I'm gonna be a bit late again tonight, more like six?
I think I mentioned last night, I'm gonna be a bit late again tonight, more like six?
Yeah that's fine - We'll have lots of fun.
Yeah that's fine - We'll have lots of fun.
Fun, you, me.
Fun, you, me.
Bye, Libby.
Bye, Libby.
What are you drawing?
What are you drawing?
You, me, holiday.
You, me, holiday.
Holiday? Wow, I could do with a holiday.
Holiday? Wow, I could do with a holiday.
Is that me?
Is that me?
Back again, sorry, can never leave.
Back again, sorry, can never leave.
Forgot my bloody purse.
Forgot my bloody purse.
Hi, I'm Joanne - I look after Libby.
Hi, I'm Joanne - I look after Libby.
Oh hello darling, is she being good for you?
Oh hello darling, is she being good for you?
Libby? Yeah she's great, she's so bright.
Libby? Yeah she's great, she's so bright.
Is she?
Is she?
Do you think she'll be able to get a job one day?
Do you think she'll be able to get a job one day?
Yeah I think she'll be able to have a career in whatever she likes.
Yeah I think she'll be able to have a career in whatever she likes.
Oh God bless her.
Oh God bless her.
Her grandad was deaf you know, from birth.
Her grandad was deaf you know, from birth.
He had a job as a cleaner.
He had a job as a cleaner.
I knew him.
I knew him.
Really Libby's grandad?
Really Libby's grandad?
Sorry do you mean Paul's dad or Sue's dad?
Sorry do you mean Paul's dad or Sue's dad?
Neither darling.
Neither darling.
She's not Paul's, you know.
She's not Paul's, you know.
I told him he should have left, But he never listens to his mother.
I told him he should have left, But he never listens to his mother.
Right, well it was really nice to meet you.
Right, well it was really nice to meet you.
You too dear.
You too dear.
Alright then?
Alright then?
Yep, I couldn't find it but I've got my card.
Yep, I couldn't find it but I've got my card.
Found you.
Found you.
Easy.
Easy.
Oh it was easy, that's why.
Oh it was easy, that's why.
I thinking.
I thinking.
Thinking? About what?
Thinking? About what?
My ears are broken.
My ears are broken.
I know that she's progressing, but I'm worried -
I know that she's progressing, but I'm worried -
She's learning this language that I don't know and no one in her school will know.
She's learning this language that I don't know and no one in her school will know.
When you have a child you want them to be normal you want them to be perfect.
When you have a child you want them to be normal you want them to be perfect.
She is normal Sue. She's just deaf.
She is normal Sue. She's just deaf.
Look, I know it's your area of expertise, but you must understand, I'm Libby's mother -
Look, I know it's your area of expertise, but you must understand, I'm Libby's mother -
and I know what's best for her.
and I know what's best for her.
No, of course you know best -
No, of course you know best -
It's just the schools don't always understand deafness and you have to fight for the support, but it is out there.
It's just the schools don't always understand deafness and you have to fight for the support, but it is out there.
I know what I'm doing Jo, you must understand I've been a mother for a very long time -
I know what I'm doing Jo, you must understand I've been a mother for a very long time -
I do appreciate your concern. Paul and I will arrange to go in and see the head.
I do appreciate your concern. Paul and I will arrange to go in and see the head.
I mean, do you think we'd send her to school without making sure everything was in place first?
I mean, do you think we'd send her to school without making sure everything was in place first?
[Phone ringing]
[Phone ringing]
Hello.
Hello.
- Hello Joanne, you okay?
- Hello Joanne, you okay?
Yeah I'm fine, I'm on the bike, everything okay?
Yeah I'm fine, I'm on the bike, everything okay?
- Just, erm.
- Just, erm.
Sorry this is a difficult thing to say, but -
Sorry this is a difficult thing to say, but -
Paul and I have been talking and we think it's best if Libby stops the sign language.
Paul and I have been talking and we think it's best if Libby stops the sign language.
- What? Why?
- What? Why?
We think that speech therapy Is a better route to take.
We think that speech therapy Is a better route to take.
- I'm really sorry, Jo. - I don't understand she was doing so well -
- I'm really sorry, Jo. - I don't understand she was doing so well -
- I know. For school it's really important that she carries on with
- I know. For school it's really important that she carries on with
sign language and gets extra support.
sign language and gets extra support.
- Look, we've talked a lot about this Jo and we've actually been in to see the head -
- Look, we've talked a lot about this Jo and we've actually been in to see the head -
and they had a little deaf boy a few years ago and he was absolutely fine -
and they had a little deaf boy a few years ago and he was absolutely fine -
they know what they're doing.
they know what they're doing.
I'm nearly here now, can I explain it to her, because she'll wonder where I am.
I'm nearly here now, can I explain it to her, because she'll wonder where I am.
Okay class, open your books -
Okay class, open your books -
Write the date at the top and we'll start the spelling test.
Write the date at the top and we'll start the spelling test.
Number one, 'there'.
Number one, 'there'.
Number two, 'hear'.
Number two, 'hear'.
I love you.
I love you.
I love you.
I love you.
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