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Session 2:  Communication Development and the Impact of Visual Impairments

Introductions and Major Points

Instructional Sequence

Recommended Readings

  • Fazzi, D.L., & Klein, M.D. (2002). Cognitive focus: Developing cognition, concepts, and language. In R.L. Pogrund & D.L. Fazzi (Eds.), Early focus: Working with young children who are blind or visually impaired and their families (2nd ed., pp. 107-153). New York: AFB Press.
  • Klein, H.A. (2001). The world of words. Childhood Education, 77(4), 234-235.

Study Questions and Answers for Readings

Activities

Handouts

Handout A EIVITrainingCenter. (2005). Communication and emergent literacy vignettes, Session 2. Chapel Hill, NC: Early InterventionTrainingCenter for Infants and Toddlers With Visual Impairments, FPG Child Development Institute, UNC-CH.

Handout B Rowland, C., & Schweigert, P. (2000). Seven levels of communicative competence. Unpublished manuscript, Oregon Health and ScienceUniversity at Portland.

Handout C Rowland, C., & Schweigert, P. (2000). Presymbolic communication: Key elements of individualized instruction. In Communication development and teaching strategies for children with severe and multiple disabilities: Presymbolic communication and tangible symbol systems (p. 8). Portland: Oregon Health and ScienceUniversity Design to Learn Projects.

Handout D Sapp, W.K. (2005). Stages of nonlinguistic communication development. Chapel Hill, NC: Early InterventionTrainingCenter for Infants and Toddlers With Visual Impairments, FPG Child Development Institute, UNC-CH.

Handout E Sapp, W.K. (2005). Abbreviated sequence of typical language development. Chapel Hill, NC: Early InterventionTrainingCenter for Infants and Toddlers With Visual Impairments, FPG Child Development Institute, UNC-CH.

Handout F EIVITrainingCenter. (2005). Suggested resources for families. Chapel Hill, NC: Early InterventionTrainingCenter for Infants and Toddlers With Visual Impairments, FPG Child Development Institute, UNC-CH.

Handout G Sapp, W.K. (2005). Examples of adaptive and nonadaptive transactional interactions that impact communication development. Chapel Hill, NC: Early InterventionTrainingCenter for Infants and Toddlers With Visual Impairments, FPG Child Development Institute, UNC-CH.

Handout H Sapp. W.K. (2005). Five components of language and the impact of visual impairments.Chapel Hill, NC: Early InterventionTrainingCenter for Infants and Toddlers With Visual Impairments, FPG Child Development Institute, UNC-CH.

PowerPoint Presentation (1.4 mb)

Quiz & Answers