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The Uses of Social Routines to Facilitate Communication in Visually Impaired and Multihandicapped Children

Professor Department of Educational Psychology and Special Education University of British Columbia Vancouver, British Columbia

The visually impaired young child with additional handicaps experiences great difficulty in learning to communicate. Self-stimulation, withdrawal, and other maladaptive behaviors accompany the failure to develop communication and social interaction. Social interactions encourage and develop awareness and attention to others; anticipation and intention enable the visually impaired multihandicapped child to communicate with his or her social environment. Social routines based on rhyming verses combined with co-active participation with adults were developed to permit these children to associate communicative responses with attention to and action on objects.

Topics in Early Childhood Special Education, Vol. 3, No. 4, 64-70 (1984)
DOI: 10.1177/027112148400300411


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