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Linguistic and prelinguistic development in moderate and severe mental retardation

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Scientific Studies in Mental Retardation

Abstract

Teaching a first language to the mentally handicapped child is perhaps the most exciting and demanding challenge facing teachers and parents. Exciting because it is rewarding to help a child to understand and produce his* first words, to develop his language abilities earlier, faster and more completely than he might have otherwise. Demanding because neither our professional training, the psycholinguistic theories, nor our knowledge of normal children fully equip us for such a task.

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Authors
  1. J. A. Rondal
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Editor information

Editors and Affiliations

  1. The Department of Child Health, University of Manchester, UK

    John Dobbing

  2. The Department of Psychology, The University, Hull, UK

    A. D. B. Clarke

  3. The Bethlem Royal Hospital, UK

    J. A. Corbett

  4. The Hester Adrian Research Centre, University of Manchester, UK

    J. Hogg

  5. The Newcomen Centre, Guy’s Hospital, London, UK

    R. O. Robinson

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© 1984 The Royal Society of Medicine

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Rondal, J.A. (1984). Linguistic and prelinguistic development in moderate and severe mental retardation. In: Dobbing, J., Clarke, A.D.B., Corbett, J.A., Hogg, J., Robinson, R.O. (eds) Scientific Studies in Mental Retardation. Palgrave Macmillan, London. https://doi.org/10.1007/978-1-349-06870-8_15

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  • DOI: https://doi.org/10.1007/978-1-349-06870-8_15

  • Publisher Name: Palgrave Macmillan, London

  • Print ISBN: 978-1-349-06872-2

  • Online ISBN: 978-1-349-06870-8

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