Sensory Loss
Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review
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Sensory Loss. / Crowe, Kathryn Margaret; Dammeyer, Jesper.
Handbook of Pragmatic Language Disorders: Complex and Underserved Populations. ed. / Louise Cummings. Springer, 2021. p. 215-246.Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review
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TY - CHAP
T1 - Sensory Loss
AU - Crowe, Kathryn Margaret
AU - Dammeyer, Jesper
PY - 2021
Y1 - 2021
N2 - Congenital or early acquired sensory loss places a child at risk of difficulties with language, communication, social, and cognitive development. This includes any degree of vision loss, hearing loss, and combined vision and hearing loss, also known as dual sensory loss or deafblindness. Delays or difficulties in language, communication, social, and cognitive development, together and separately, impact on children’s pragmatic language development. Supporting pragmatic language development and the skills that underpin it is crucial in reducing the risks of pragmatic language difficulties for children with sensory loss. Recent research on the development of pragmatics in different groups of children with sensory loss will be reviewed and discussed in this chapter. Among the themes that will be examined are early social interaction such as joint attention, conversation and social skills, and social cognition, including theory of mind. Intervention studies and strategies that support children with sensory loss efficiently in their pragmatic language development will also be discussed. Research in pragmatic language development among different groups of children with sensory loss has provided new knowledge about the pragmatics of language and human development—but there is still more to be learnt.
AB - Congenital or early acquired sensory loss places a child at risk of difficulties with language, communication, social, and cognitive development. This includes any degree of vision loss, hearing loss, and combined vision and hearing loss, also known as dual sensory loss or deafblindness. Delays or difficulties in language, communication, social, and cognitive development, together and separately, impact on children’s pragmatic language development. Supporting pragmatic language development and the skills that underpin it is crucial in reducing the risks of pragmatic language difficulties for children with sensory loss. Recent research on the development of pragmatics in different groups of children with sensory loss will be reviewed and discussed in this chapter. Among the themes that will be examined are early social interaction such as joint attention, conversation and social skills, and social cognition, including theory of mind. Intervention studies and strategies that support children with sensory loss efficiently in their pragmatic language development will also be discussed. Research in pragmatic language development among different groups of children with sensory loss has provided new knowledge about the pragmatics of language and human development—but there is still more to be learnt.
KW - Faculty of Social Sciences
KW - blind
KW - deaf
KW - deafblind
KW - hard-of-hearing
KW - hearing loss
KW - language
KW - pragmatics
KW - social communication
KW - vision impairment
KW - vision loss
U2 - 10.1007/978-3-030-74985-9_9
DO - 10.1007/978-3-030-74985-9_9
M3 - Book chapter
SN - 9783030749842
SP - 215
EP - 246
BT - Handbook of Pragmatic Language Disorders
A2 - Cummings, Louise
PB - Springer
ER -
ID: 289321041