Children’s interaction with their caregivers is severely restricted by blindness, but evidence of effects on their early language development is controversial. This seems partly due to the difficulties inherent in studying this low-incidence disability and partly to conflicting views of early language development and the role of maternal input. The defined focus area of my research, reviewed in the overarching statement in this portfolio, is the investigation of early interaction and how blindness affects maternal input, emotional availability, and children’s early word use. The broader context of my work is early language development for all children. At the centre of my studies are four mother-child dyads who were studied from the time the children were 18-19 months old and just beginning to use words, and then followed through until around the time of the children’s second birthday. The studies show that these mothers were no more directive than mothers whose children were sighted, but that they made few adaptations to their children’s particular needs for frequent and relevant information about the world around them. This portfolio provides an overarching statement of issues and research findings from studies of maternal interaction with young children who are blind, within the context of issues in early language development and early intervention. To represent the scope of my work, the examples of my refereed publications include those that are research-based as well as those that are more generally related to professional practice. This more general writing for teachers and caregivers provides an essential link between theory and practice. The studies of children with blindness inform, and have been informed by, current understanding of what is significant in early development for all children. Thus the significance of the work presented lies not only in the contribution to the research literature, but also in the potential for informing intervention practice and timely support for families. / Doctor of Education (Ed.D.)
| Identifer | oai:union.ndltd.org:ADTP/181775 |
| Date | January 2006 |
| Creators | Campbell, Julianne Joan, University of Western Sydney, College of Arts, School of Psychology |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
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