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Interaction and Bonding

Interaction that naturally occurs between infants and their parents may not occur with the same frequency when a child is born with multiple disabilities because of factors such as prolonged hospital stays, medical needs, and the strain of adjusting to having a child with multiple disabilities.  These interactions are integral to emotional and cognitive development, and may need to be provided by instructional staff during the child's educational career. In searching for more information on this topic, I came across "Parent–Infant Synchrony:Biological Foundations and Developmental Outcomes" by Ruth Feldman. This article provides a summary of research that supports strategies for teachers to use to address the needs of children with severe to profound impairments. Further training on these strategies can be found in the Interaction and Bonding section of "Communication for Children with Deafblindness, or Visual and Multiple Impairments.
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