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.

• Preface to the classic editionPreface1. Introduction: The study of blind children's development2. Motor and cognitive development3. Social interaction, the beginnings of communication, and the development of a theory of mind4. Language development in blind children (1)5. Language development in blind children (2)6. Parent-child conversational interaction with blind children7. Ideas on intervention with 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

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.

• Preface to the classic editionPreface1. Introduction: The study of blind children's development2. Motor and cognitive development3. Social interaction, the beginnings of communication, and the development of a theory of mind4. Language development in blind children (1)5. Language development in blind children (2)6. Parent-child conversational interaction with blind children7. Ideas on intervention with 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

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.

• Preface to the classic editionPreface1. Introduction: The study of blind children's development2. Motor and cognitive development3. Social interaction, the beginnings of communication, and the development of a theory of mind4. Language development in blind children (1)5. Language development in blind children (2)6. Parent-child conversational interaction with blind children7. Ideas on intervention with 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