Premium
CONSIDERATIONS IN THE ASSESSMENT OF BLIND CHILDREN WHO FUNCTION AS SEVERELY OR PROFOUNDLY RETARDED
Author(s) -
ROGOW SALLY M.
Publication year - 1978
Publication title -
child: care, health and development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.832
H-Index - 82
eISSN - 1365-2214
pISSN - 0305-1862
DOI - 10.1111/j.1365-2214.1978.tb00091.x
Subject(s) - blindness , function (biology) , psychology , developmental psychology , feature (linguistics) , process (computing) , medicine , optometry , computer science , linguistics , philosophy , evolutionary biology , biology , operating system
Summary Unevenness in development of blind children who function as severely or profoundly retarded, particularly in language and communication, needs to be considered as a feature of the child's ability to learn rather than as characteristics of his retardation. Impact of blindness on early development, environment and previous opportunities for learning need to be considered as part of the assessment process as well as of education and treatment.