Communication between Children with Deafness, Blindness and Deafblindness and their Social Partners: An Intersubjective Developmental Perspective

S. Damen, M.J. Janssen, W.J.J.M. Ruijssenaars, C. Schuengel

Research output: Contribution to JournalArticleAcademicpeer-review

Abstract

Trevarthen’s theory of innate intersubjectivity is relevant to understanding communication problems in children with sensory disabilities. Trevarthen and Aitken used the term “intersubjectivity” to describe “the ability of humans to detect and change each other’s minds and behavior”. When children lack auditory and/or visual means of interaction, they may not be able to fully develop intersubjectivity, which impedes the development of more complex interpersonal communication. This article presents a review of 31 studies about intersubjectivity in children with sensory disabilities. The results indicate that the intersubjective development of children with sensory disabilities is often delayed. The studies also describe similar strategies for mediating intersubjectivity in children with sensory disabilities and in typical children, but say that specific adaptations may be needed. From an intersubjectivity perspective, symbolic communication delays in children with sensory disabilities may be improved through specific, purposeful forms of social interaction.
Original languageEnglish
Pages (from-to)215-243
JournalInternational Journal of Disability, Development and Education
Volume62
Issue number2
DOIs
Publication statusPublished - 2015

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Deaf-Blind Disorders
union and employers' representatives
deafness
blindness
Disabled Children
intersubjectivity
Communication
communication
disability
Aptitude
Interpersonal Relations
interpersonal communication
interaction
lack

Cite this

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Communication between Children with Deafness, Blindness and Deafblindness and their Social Partners: An Intersubjective Developmental Perspective. / Damen, S.; Janssen, M.J.; Ruijssenaars, W.J.J.M.; Schuengel, C.

In: International Journal of Disability, Development and Education, Vol. 62, No. 2, 2015, p. 215-243.

Research output: Contribution to JournalArticleAcademicpeer-review

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