The University of East Anglia tracks baby brainwaves to give deaf infants a head start (BSL)

A major new effort is underway at the University of East Anglia to help deaf children born to hearing parents gain stronger language skills from the very start.

Researchers are exploring how limited access to language in early childhood affects development – and how to better support families during this critical period.

Lead researcher Professor Teodora Gliga, from UEA’s School of Psychology, said:

“Because of varying language experiences, many deaf children with hearing parents enter school with delayed language skills and learning gaps.

We want to change that trajectory by working directly with deaf babies and toddlers to track how early language access – or the lack of it – shapes cognitive growth during the first two years of life.

At just 19 months old, baby Colton is one of the first to take part in the project. He was born deaf to hearing parents Clodagh and Munro, from Ireland. Colton’s mum Clodagh, said:

“We know that Colton has limitless potential, and we want to give him every opportunity to thrive.

We are constantly learning, and we are always hunting for every possible advantage. These types of studies give us valuable information and tools – to give Colton the best start and to support him in every way we can on his own journey.”

Now, the team are looking for more hearing families with deaf babies under one to take part.

It is hoped that the £1 million project, funded by the Economic and Social Research Council, will help improve support for deaf children and their families from day one.

Professor Gliga added:

“One child in every 1,000 is born deaf, and the vast majority of these children are born to hearing parents. Most hearing parents use spoken language as their primary language which is at least partially inaccessible to their deaf child.

Deaf parents however use sign language, which is fully accessible to the child.

Many deaf infants born to hearing parents will experience reduced access to the main language used by their family. We want to better understand the large variation in communicative development and school-readiness of deaf children born to hearing parents.

Another important aspect of the project will be to characterise the impact that using sign language has on early learning.

Even signing with lower proficiency may support the learning of categories and this may explain why deaf children that have some sign language exposure tend to fare better academically.”

Babies taking part in the project will be fitted with a special cap of neuro imaging sensors that will detect their brainwaves as they are shown images of familiar and non-familiar objects. Meanwhile, an eye-tracking device will monitor exactly where they are looking.

To find out more information or to enquire about taking part in the study, please contact child.scientist@uea.ac.uk.