Since April we have been working with therapists at Clarke School, a school for children with hearing loss, to help provide Chloe with auditory/oral education and guide us in learning about her cochlear implant. Unfortunately, Chloe’s seizures became an issue soon after her implant was activated so her progress has been like much of her life, a roller coaster. We have seen a difference though with the cochlear on as opposed to it off. Chloe’s eyes tend to grow big when she is hearing, her legs kick out, and she seems much more engaged. There are times when she moves her eyes or opens her fingers if she hears a noise. She has not yet started to mimic sounds but she is able to produce different cries and sounds to get our attention.
It became obviously clear in the earlier days that we would have to look for a more specialized setting or school for Chloe when she turned two or three so I have begun looking into different programs for her. With the list of diagnoses and unknown prognosis that Chloe carries with her, finding a school that will fit her needs has not been easy. Some schools will not take a child so young, some schools will not take a child with her feeding needs, some schools do not have equipment or have the therapy she requires, or some schools will not take her in a wheelchair. I have offered to stay with her to help and be there for her transport but our options seems to be limited so far.
With the help of our EI team, we found the Lexington School in Queens. It is a school for the deaf. Yes, Chloe is a deaf child. As hard as it is for me to put that label on her, it is the truth and has been much harder to come to terms with than labeling her physical disabilities and neurological impairments. I could go off on a tangent and talk about how harmful and hurtful labels are to any person but in that one sentence alone of knowing that my once normal hearing child is now deaf, I hope you can understand our heartache. But, we are not alone in this group; there are many others who deal with deafness.
The Lexington School is different than Clarke School in that they concentrate more on total communication that is a mix of speech and sign language. Though I was prepared with this information in mind, I was not emotionally prepared to face the culture shock. I cannot say that I really know any deaf people in my life. I’ve worked along side a couple people and took a class with a deaf student. I learned and taught some signs in my classroom and taught them to both Olivia and Chloe. I’ve never really let deafness or sign into my life though. And when the time came for me to observe, absorb and welcome it, I was not prepared. I have not been prepared for much of what this past year has presented but I lost my balance with this one. I don’t share this story with you to display ignorance or insensitivity but more that I share with you an experience of overwhelming culture shock. It somewhat blew me over to enter into the school community and see the older students walking in between classes and signing and talking. Some had other physical disabilities that you could see but their one commonality was their deafness and the way they communicate. The group that was meeting me greeted me, with both speech and sign. I was thrown into a group of parents, some hearing and some deaf, who shared their stories of what type of device their child wears (if any) or raising children in a deaf community. Like I said, Chloe’s hearing loss has been difficult to digest and working through the implant and its activation has not been easy so finding my place in this community was extremely difficult. And again, what is most difficult for me to accept and share is that we are a family that had a normal, hearing child who went through something catastrophic. Emotions grow higher and become more complicated when I speak to any parent or group that has been going through any kind of difficulty from birth.
My heart sank as I sat in the group. I would never have thought I would be here with my child. It was comforting to know there was a community of teachers and parents who could support us but I was so overwhelmed in dealing with the idea that I was there with Chloe.
After the parent meeting, I sat with Chloe’s teacher to talk more about what the school can offer our family and am hopeful that her instruction will help us to communicate more effectively with Chloe and help us build a bridge between our hearing and deaf world. Chloe is the only deaf person that many of us know and as much as I need her to be a part of my world, I have to understand hers so I am hopeful that this program will help to find ways for us to work together and prepare Chloe for school and future.
Much love,
Reth, Michelle, Olivia and Chloe