Miguel Pérez-Pereira, Gina Conti-Ramsden

• Introduction: The Study of Blind Children's Development. Motor and Cognitive Development. Social Interaction and the Beginning of Communication. Language Development in Blind Children. Parent-child Conversational Interaction with Blind Children. 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, Gina Conti-Ramsden

• Introduction: The Study of Blind Children's Development. Motor and Cognitive Development. Social Interaction and the Beginning of Communication. Language Development in Blind Children. Parent-child Conversational Interaction with Blind Children. 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, Gina Conti-Ramsden

• Introduction: The Study of Blind Children's Development. Motor and Cognitive Development. Social Interaction and the Beginning of Communication. Language Development in Blind Children. Parent-child Conversational Interaction with Blind Children. 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