Language Development and Social Interaction in Blind Children

Miguel Perez Pereira, Gina Conti-Ramsden

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English

Routledge
10 December 2019

Language acquisition; Child & developmental psychology; Teaching of physically disabled students

Series: Psychology Press & Routledge Classic Editions

"The Classic Edition of this foundational text includes a new preface from Miguel Pérez-Pereira, examining how the field has developed since first publication. The volume provides an in-depth account of blind children's developing communicative abilities, with particular emphasis on social cognition and language acquisition from infancy to early school age. It provides insights into why the development of blind children may differ from that of sighted children and explores development of ""theory of mind"" and perspective taking in language learning. It also discusses the caregiver–child interaction, research on early intervention and practical strategies for blind children that can assist parents and practitioners. The up-to-date preface discusses recent neurological research and the comparison between the psychological development of visually impaired and autistic children.

Language Development and Social Interaction in Blind Children continues to facilitate dialogue between those interested in the study of typically developing children and those interested in the development of children who are blind, and challenges some widely held beliefs about the development of communication in blind children."

By: Miguel Perez Pereira, Gina Conti-Ramsden
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions: Height: 234mm, Width: 156mm,
Weight: 439g
ISBN: 9780367895457
ISBN 10: 0367895455
Series: Psychology Press & Routledge Classic Editions
Pages: 198
Publication Date: 10 December 2019
Audience: College/higher education , Primary
Format: Hardback
Publisher's Status: Active

Preface to the classic edition Preface 1. Introduction: The study of blind children's development 2. Motor and cognitive development 3. Social interaction, the beginnings of communication, and the development of a theory of mind 4. Language development in blind children (1) 5. Language development in blind children (2) 6. Parent-child conversational interaction with blind children 7. Ideas on intervention with blind children

Miguel Pérez-Pereira is Professor of Developmental Psychology at the University of Santiago de Compostela, Spain. He is the author of several books on child development and language acquisition, as well as book chapters and papers on language acquisition. Gina Conti-Ramsden is Professor of Child Language and Learning at the University of Manchester, UK. She is the author of several books on language disorders in children, as well as book chapters and papers on language acquisition and language disorders.

Reviews for Language Development and Social Interaction in Blind Children

'I was ... pleasantly relieved at the ease with which I read the book ... This is a thought provoking collection of essays bringing together a great deal of information. It is of immediate interest to those working with the visually impaired and blind but would also interest any professional working with a paediatric language impaired population.' - Rebecca Matthews, National Specialist College, Hampshire, in the RCSLT Bulletin 2000 'This is a very important book as it brings together for the first time a comprehensive review of the literature on the development of language in blind children, together with an impressive coverage of the empirical research. Somewhat provocatively, the authors challenge the assumptions and conclusions of some of the highly regarded early and previous researchers who have looked at language development (or aspects of it) in blind children and in so doing, force the reader to question assumptions about the development of language in sighted children as well.' - Alison Garton, (Health Department of Western Australia) 'Researchers, educators, parents, and early childhood specialists will find this book both helpful and enlightening.' - Sally Rogow, University of British Columbia, Contemporary Psychology