Erwerb einfacher und komplexer Fähigkeiten der Perspektivenübernahme bei blinden und sehenden Kinder
Zusammenfassung der Projektergebnisse
Although sighted autistic children and congenitally blind children reveal similar symptoms, the reasons for their emergence are different (equifinalism), making it wrong to talk about a 'common pathway'. Most researchers assume that autism in sighted children is based on a disorder of information processing, even though neurological confirmation is still mostly unattainable. Congenitally blind children, in contrast, face restrictions in information input from spatial, physical and also social signals, and this leads to delays in but not to disorders of information processing. Presumably, the developmental trajectory of blind and sighted children takes an analogue course. Children first master their physical and spatial environment before they go on to tackle the complex social world, although both developmental processes do overlap. Due to their lack of vision, congenitally blind children require far more time to acquire their physical and spatial environment, and this also leads to a delay in the acquisition of the social world (the theory of mind). These delays are even more severe in blind children with further impairments such as a learning disability. From our scientific standpoint, we see no justification in evaluating the special socialcognitive features of blind children as 'clinical features'. Instead, they indicate the developmental problems that congenitally blind children have in acquiring these abilities.
Projektbezogene Publikationen (Auswahl)
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(2004). Blindheit und Autismus - eine kontroverse Diskussion. Ich höre was, was du nicht siehst. Wahrnehmungsförderung blinder und sehbehinderter Kinder. Referate der 19. Fortbildungstagung in Kerkrade 2004. Arbeitsgemeinschaft Frühförderung sehgeschädigter Kinder. Würzburg, edition bentheim: 117-135
Brambring, M.
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(2005). "Perspektivenübernahme blinder Kinder: Forschungsstand und Einzelfallstudie". Frühförderung Interdisizplinär 24: 3-9
Brambring, M.
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(2006). Blindheit und Autismus. Blindenschule Neuwied. Neuwied
Brambring, M.
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(2006, 16th - 21st July). Blindness and autism a controversial discussion. 12th World Conference of ICEVI, Kuala Lumpur, Malaysia
Brambring, M.
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(2007, 10.-13.05.2007). Blindheit und Autismus - Erwerb der Perspektivenübernahme. 21. Tagung der AG Frühförderung (Frauenchiemsee)
Brambring, M. und Stahn, D.
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(2007, 21.-25. August). Perspective-taking in congenitally blind children. 13th European Conference on Developmental Psychology, Jena, Germany
Stahn, D. and M. Brambring
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(2007, 3.5.2007). Blindness and Autism: A Controversial Discussion. Norwegian Association for the Blind: Tambartun
Brambring, M.
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(2008). Ich weiß etwas, was du nicht weißt... Die Entwicklung der sozial-kognitiven Perspektivenübernahme bei blindgeborenen Kindern. Dissertation, Fakultät für Psychologie und Sportwissenschaft, Bielefeld, Universität Bielefeld
Asbrock, D.
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(2008, 17.7. 2008). Erwerb der Perspektivenübernahme (Theory of Mind) bei blindgeborenen Kindern. Kongress der Blinden- und Sehbehindertenlehrer. Hannover
Brambring, M. und Asbrock, D.
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(2009, 8.6. 2009). Blindness and Autism. Finnish Federation for the Blind. Helsinki
Brambring, M.
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(2010). "Validity of False Belief Tasks in Blind Children". J Autism Dev disord, 40: 1471-1484
Brambring, M. and D. Asbrock
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(2011). "Congenital Blindness and Autism". J Autism Dev Disord: 41: 1593-1594
Hobson, P. R.
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(2011). "Response to Hobson's Letter: Congenital Blindness and Autism". J Autism Dev Disord: 41: 1595-1597
Brambring, M.
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(2011, 17.11.2011). Blindheit und Autismus. Eine kontroverse Diskussion. Polnische Federation für Blinde. Chorzow
Brambring, M.
