Abstract

Empirical data on the development of interaction, communication, and language in deafblind children is very rare. To fill this gap, a case study was conducted in which the interaction between a teacher and a deafblind boy age 3 years 4 months was analyzed. Sequential analysis of their interaction confirmed some general clinical impressions about interaction with deafblind children, and provided the basis for suggestions on how the interaction pattern might be changed.

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Additional Information

ISSN
1543-0375
Print ISSN
0002-726X
Pages
pp. 336-344
Launched on MUSE
2006-09-13
Open Access
No
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