The Silent Child | Oscar® Winning Short Film

NITVShorts

20 Nov 202020:04

Summary

TLDRThe video script revolves around a family dealing with the challenges of raising Libby, a young deaf girl. The family is supported by Joanne, a professional who is helping Libby learn sign language, which is met with mixed reactions from the family. The mother, Sue, is particularly concerned about Libby's ability to communicate verbally and fears that sign language will isolate her daughter. The father, Paul, is seen as supportive but also preoccupied with other family commitments. Throughout the script, there are discussions about the importance of sign language, the potential need for an interpreter at school, and the emotional toll the situation takes on the family. The dialogue also reveals a surprise familial connection to deafness and the complexities of navigating educational and social systems for a child with special needs. The summary captures the family's journey as they explore various communication methods for Libby, highlighting the love, tension, and hope that define their experience.

Takeaways

🎵 The family is discussing the schedule for the evening, with a child named Cello having an appointment at six.
🩰 Another child, Pip, has a ballet class at 5:30, causing a scheduling conflict for the parents.
👵 An older individual finds it odd when elderly people use the term 'chill'.
🏠 Joanne, a helper, arrives early and is greeted by Paul, who is in a rush to leave.
👂 Libby, a child in the family, has a hearing aid but refuses to wear it, and there's no history of deafness in the family.
📚 Joanne, who is helping Libby, suggests using a combination of speech and sign language to communicate and boost the child's confidence.
📱 Paul's mother calls, causing a brief interruption in the conversation between Joanne and Suzanne.
🍞 During breakfast, the family dynamic is displayed, with a focus on Libby's communication through sign language.
🏫 Concerns are raised about Libby's future communication at school, with suggestions to focus on lip-reading or sign language.
👨‍👩‍👧‍👦 The family is encouraged to learn sign language as a way to support Libby, but the feasibility is questioned due to other commitments.
👵 A misunderstanding occurs when Paul's mother assumes Libby is Paul's biological child, revealing a family secret.
📞 Joanne receives a call indicating that Libby's parents have decided to stop the sign language lessons in favor of speech therapy.

Q & A

What time is the cello lesson?
-The cello lesson is at six.
Why is there a scheduling conflict with Pip's ballet class?
-Pip has ballet at 5:30, which overlaps with the cello lesson at six, making it difficult for the parents to manage both activities.
Who is Joanne and what is her role?
-Joanne is a helper who is coming to assist with Libby, particularly to help her with confidence and communication skills.
What challenge does Libby face regarding her hearing?
-Libby is deaf and relies on lip-reading for communication. She does not use her hearing aid and did not qualify for a cochlear implant.
How do Libby's parents feel about her hearing condition?
-Libby's mother feels guilty for not realizing Libby's deafness earlier, but both parents are determined to support her. They are uncertain about the best methods for her communication and education.
What approach does Joanne suggest for improving Libby's communication?
-Joanne suggests using a combination of speech therapy and sign language, as many children respond well to sign language because it is less frustrating.
Why does Sue hesitate to fully embrace sign language for Libby?
-Sue is concerned that focusing on sign language might not be practical as it is not widely known by others at Libby's school and within the family.
What is the family's opinion on Libby's progress with Joanne?
-The family acknowledges that Joanne is doing a good job and that Libby is progressing, but they are still uncertain about the best long-term approach.
How does the conversation reveal Sue's concerns about being a mother?
-Sue expresses her desire for Libby to be 'normal' and perfect, indicating her struggle with accepting and adapting to Libby's deafness.
What final decision do Libby's parents make regarding her communication education?
-Libby's parents decide to prioritize speech therapy over sign language, believing it will be more beneficial for her integration at school.

Outlines

00:00

😀 Family Dynamics and Scheduling Conflicts

The first paragraph introduces a family dealing with a busy schedule. The parents are discussing their children's activities, including cello lessons and ballet, and the need for Paul to help with the kids due to the mother's inability to be in two places at once. There's also a humorous comment about an older person using the term 'chill.' The family is expecting help from Joanne, who arrives early, and they discuss their daughter Libby's hearing difficulties, her reluctance to wear her hearing aid, and the family's discovery of her deafness at age 3.5. The parents express concerns about Libby's communication skills, her lack of sign language, and the absence of a history of deafness in the family.

05:50

🧒 Libby's Progress and Family Interactions

In the second paragraph, the family continues to discuss Libby's situation. Joanne, presumably a professional helping Libby, assures the parents that many children respond well to sign language. The family expresses doubts about Libby's willingness to learn sign language, but Joanne remains optimistic. The conversation also touches on the challenges of parenting, the children's different interests and schedules, and the mother's need to take Paul's mother to the hospital. The paragraph ends with a light-hearted exchange about a lost leather jacket and a playful moment involving milk and orange juice.

10:55

👵 Misunderstandings and Family History

The third paragraph reveals a misunderstanding about Libby's family background. There's a mix-up regarding whose father was deaf, leading to a clarification that Libby is not Paul's child. The conversation includes discussions about sign language and its potential benefits for Libby, with Joanne advocating for its use in school. The family is concerned about Libby's future, including her ability to get a job and have a career. The paragraph ends with a phone call and a reference to a purse forgotten in a previous interaction.

16:07

📞 Decision to Discontinue Sign Language

In the final paragraph, Joanne receives a phone call from Sue, Libby's mother, who informs her that they have decided to stop Libby's sign language lessons. The parents believe that speech therapy is a better option for Libby's development. Joanne expresses her surprise and disappointment, given Libby's progress with sign language. Sue reassures Joanne that they have consulted with the school and are confident in their decision. The paragraph concludes with a classroom setting where a spelling test is about to begin, and a heartfelt exchange of 'I love you' between characters.

Mindmap

Keywords

💡Cello

The term 'cello' refers to the musical instrument, the cello, which is a stringed instrument played with a bow. In the script, it seems to be a part of a schedule or activity planned for the evening, indicating the presence of a musical or educational theme within the video's narrative.

💡Ballet

Ballet is a highly skilled form of dance that typically involves a set of formalized steps and gestures set to classical music. In the script, 'ballet' is mentioned in the context of a character named Pip who has ballet at 5:30, suggesting a subplot involving Pip's involvement in the performing arts.

💡Hearing Aid

A hearing aid is an electronic device designed to amplify sound for individuals with hearing impairments. The script mentions a character who has a hearing aid but refuses to wear it, which is central to the theme of dealing with hearing loss and its impact on daily life.

💡Deafness

Deafness refers to the partial or total loss of the sense of hearing. The script discusses the discovery of a character's deafness at the age of 3 and a half, which is a key element of the story, highlighting the challenges faced by the character and her family.

💡Cochlear Implant

A cochlear implant is a small electronic device that can help provide a sense of sound to a person who is profoundly deaf or severely hard-of-hearing. The script reveals that a character did not qualify for a cochlear implant, which is a significant plot point affecting the character's communication abilities.

💡Sign Language

Sign language is a visual-manual mode of communication used by deaf and hard-of-hearing people. The script explores the use of sign language as a means of communication for a character, indicating a central theme of overcoming communication barriers.

💡Lip Reading

Lip reading, or speechreading, is the practice of understanding speech by observing the movements of the lips, face, and tongue. The script mentions lip reading as the primary mode of communication for a character, which is crucial to understanding her interactions with others.

💡Interpreter

An interpreter is a person who translates spoken or signed language into another language or vice versa, often used for individuals with hearing impairments. The script discusses the potential need for an interpreter for a character, indicating the complexities of educational and social inclusion.

💡G.C.S.E's

G.C.S.E. stands for General Certificate of Secondary Education, which are exams taken by students in the UK. The script refers to a character named Seb who is preparing for his G.C.S.E. exams, providing a subplot about academic pressures and achievements.

💡Communication

Communication in this context refers to the various methods and techniques used by the characters to interact with each other, especially considering the presence of deafness. The script explores different forms of communication, such as sign language and lip reading, as central to the narrative.

💡Family Dynamics

Family dynamics refer to the relationships and interactions between family members. The script showcases various family dynamics, including the support for a child with hearing impairments, sibling relationships, and parental responsibilities, which are integral to the story's emotional depth.

Highlights

The family is struggling to balance their schedules with multiple activities for their children, including a cello lesson and ballet.

Joanne, a professional, arrives early to help with Libby, a child with hearing difficulties.

Libby's parents express their low expectations for Joanne's assistance, indicating a sense of desperation.

Libby's mother reveals that Libby's deafness was discovered at the age of 3 and a half, causing feelings of guilt.

The family did not qualify for a cochlear implant, which was a significant disappointment for them.

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

The family is resistant to the idea of sign language, preferring lip-reading, despite Joanne's recommendations.

Joanne brings up the potential need for an interpreter for Libby in school, highlighting the challenges ahead.

The family dynamics are strained, with disagreements about how to best support Libby's needs.

Joanne demonstrates a deep understanding of deafness and offers to help navigate the school system.

There is a tension between wanting Libby to 'be normal' and accepting her deaf identity.

The family is introduced to the concept of learning sign language as a family, which could improve communication.

Despite Joanne's progress with Libby, the parents decide to stop sign language lessons in favor of speech therapy.

Joanne expresses her disagreement with the decision, believing sign language to be crucial for Libby's development.

The transcript reveals a lack of awareness and understanding of deafness within the school system.

The family's struggle reflects the broader challenges faced by parents of children with special needs navigating education and support systems.

Joanne's commitment to Libby's progress is evident, but she must respect the parents' wishes regarding her care.