Listening & Spoken Language Development

for Deaf Babies and Children

Catharine Infield M.Ed. (Hearing Impairment) Dip SEN (Multisensory Impairment)

Sessions available in Clapham, SW London

With over 30 years of experience working with deaf babies and young children, I have a particular interest in preparing babies and young children for mainstream nurseries and schools. I also have experience of working with children who have additional needs.

Therapy Sessions

All sessions are devised individually to suit the needs of each child and family.  My aim with these sessions is to equip you to support your child’s listening and spoken language development throughout their normal daily activities and routines.  I offer auditory and verbal techniques to encourage the development of listening and speaking skills.

Flexible service to suit busy families

Appointments are available on weekdays and weekends. You may telephone in the evenings if this is more convenient. Therapy sessions can be booked in blocks, in advance, or on a pay as you go basis.

Catharine Infield
M.Ed. (Hearing Impairment)
Dip SEN (Multisensory Impairment)

Get in touch

If you'd like to speak to discover whether my work is right for your family's needs get in touch by email or phone to arrange a time. Use the form below to send an email or call 020 7228 1055. There is no charge for this initial call, and no obligation to commit to working together. 

Further Reading

Modern hearing aids and cochlear implants are extremely effective in enabling babies and children to hear and use spoken language. Some studies and outcomes to note:


  • Early intervention and intensive input are strongly associated with better outcomes in listening and spoken language (Dornan et al, Volta Review, Vol 110(3), Fall 2010, 361-378)
  • Auditory Verbal therapy is show to have a positive effect on later spoken language and reading skills (Yoshinaga-Itano et al, Pediatrics, Vol 102[5], Nov 1998)
  • Deaf babies and children with additional needs have more varied outcomes, but can also make auditory progress (Edwards, Journal of Deaf Studies and Deaf Education, Vol 12(3), Feb 2007, 258-268)