Finding Voices: An SLT’s Experience Supporting Deaf Children

Interview by Clare Ee (SALTS)

Working with deaf children brings both profound challenges and deeply rewarding moments. In this Insider interview, we hear from Ruth Lee, a Speech and Language Therapist, as she reflects on what she’s learned from her work — from building trust and communication to celebrating each small breakthrough that makes a big difference.

Hi Ruth! Tell us about yourself and your work.

Hi SALTS! I’m Ruth, a community SLT (speech-language therapist) working with children. I work at Thye Hua Kwan Moral Charities, a social service agency that serves clients with diverse needs through various impactful community services. As an SLT with the Therapy Services unit, I work with children aged 0-12 years old in different settings. I feel fortunate to be part of the few services in Singapore that provide direct speech and language support for the Deaf community. This year, I had the privilege to work with deaf students in a mainstream primary school to support their communication and literacy. 

What would your daily schedule at work look like?  

A typical day for a school-based SLT is definitely busy! My mornings may start as early as 8am, with individual pull-out sessions where I work with students on skills like spelling, reading comprehension, and generating stories. Beyond just skills, I try to find ways to help each child feel confident communicating. 

Afternoons are my ‘behind-the-scenes’ hours – documenting progress, planning upcoming sessions, and creating resources. Some days, I also meet with teachers, educational psychologists and special education needs officers to discuss how we can better support certain students.  

What about your job brings you joy?  

Interacting with the children and experiencing A-ha! moments with them bring me joy. For example, it’s exciting to see them translate Singapore Sign Language (SgSL) into grammatically accurate written English. But the moments I cherish the most are when we converse about memorable experiences through SgSL, because it shows they are applying their learning to communicate meaningfully.  

Sometimes, SgSL isn’t the only way we communicate. I had a student who struggled to express herself clearly in SgSL, partly limited by her medical condition which restricts movements in the upper limbs. Together with her teachers, we explored using Alternative and Augmentative Communication (AAC) to improve the clarity of her communication. Journeying alongside her and witnessing her finding her voice to share what mattered most brought me deep personal fulfilment.

Helping a child feel heard, understood and included is what keeps me grounded. 

What challenges have you faced in your role?  

When I first started working with deaf children in this school, I questioned my role and capacity. I wondered, “Should I focus solely on their SgSL language skills? Should I also work on written English? Do I have the time and bandwidth to do both? How can I add value beyond classroom support?” Navigating these questions required self-reflection, accountability, and respect for each child’s unique needs. 

While challenges exist, they also open doors to explore innovative ways of supporting children so they can fully participate in their classrooms. This work requires empathy and teamwork with various professionals, as well as close collaboration with families, to provide holistic and inclusive support.

Ruth Lee in session with a client.

What are some misconceptions about deaf children or the Deaf community you wished more people knew?  

I think one big misconception is that supporting deaf children is simply about translating every spoken word into sign. It’s much more than that. SgSL has its own unique grammar and structure, which differs from English. That means a deaf child may not always grasp the same meaning from a lesson, even if it’s interpreted word for word.

True inclusion goes beyond access – understanding how deaf children experience language and learning is crucial.

It's about meeting them at their level and supporting their unique journey. When we take the time to adapt our teaching, communication and expectations, we give them the chance to truly engage and bloom. 

I believe that with more awareness and collaboration, we can create schools and communities where deaf children don’t just ‘fit in’ but truly belong. By recognising and leveraging their unique strengths, such as their resilience, creativity, and diverse perspectives, we can foster an inclusive environment that celebrates and supports every child's potential.