Written in English
|Statement||Kelly Anne Durrell.|
|The Physical Object|
|Pagination||89,  leaves :|
|Number of Pages||89|
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. This study compared changes in cognitive, affective, and postural aspects of interaction during shared mother and child book reading on screen and on paper. Readers commonly express strong preferences for reading on paper, but several studies have shown marginal, if any, effects of text medium on cognitive outcomes such as recall. Shared reading with a parent is an engaging, affective Cited by: Blind and sighted children with their mothers: The development of discourse skills. Journal of Visual Impairment and Blindness, 90 (5), – Google ScholarCited by: 4. Acknowledging the relation between the family's SES and children's social cognition (e.g., Cutting & Dunn, ), we aimed to increase the use of parents’ references to both the book's plot and its socio-cognitive themes during shared reading in families from low-SES backgrounds, thereby hopefully promoting these children's social cognition. 3.
A study in Argentina reported a 30 times greater prevalence of ASD in blind children than in sighted children (Jure et al. ). Current Knowledge A recent review of 11 studies published from to focused on the similarity between visual . Visual impairment present from birth or from an early childhood may lead to psychosocial and emotional disorders. % of children in the group with visual impairment show traits of autism. An inclusive educational classroom refers to a learning environment where the academic, physical, and social needs of all learners, including those with disabilities, are addressed within one comprehensive setting [1, 2].The practice of inclusive education—or inclusion—within general education classrooms is becoming more prevalent within early childhood settings [3, 4, 5]. In comparison to sighted children, children who are blind a. experience articulation problems, which they quickly outgrow. b. differ with regard to all major aspects of language. c. are not impaired in language functioning. d. have restricted language development probably due to .
Emotional facial expressions of 10 congenitally blind and 10 sighted children, aged between 8 were compared. Facial movements were filmed in seven daily life emotional situations and then. The similar social context of infants create similarity of their vocabulary; the comparison of the results obtained with blind children and with sighted children from the same area and language. characteristics of mother–child discourse were associated with the child’s socio-communicative competence. Methods & Procedures: Mother–child discourse with twelve 6–year-old children with VI was coded during a shared book-reading narrative and compared with 14 typically sighted children matched in age and verbal ability. The blind children interacted less frequently with other children than did the sighted children, preferred tactile-auditory games and toys, and rarely engaged in symbolic games.