According to Arnold Gesell, how do speech and language skills develop in children with visual impairments compared to those without?

The development of speech and language skills in children, whether they have visual impairments or not, typically follows a similar rate and sequence as observed by Arnold Gesell. Gesell's research indicates that while visual impairments can present unique challenges, they do not fundamentally alter the natural progression of speech and language development that children undergo.

The developmental milestones for language acquisition, such as babbling, forming basic words, and constructing sentences, generally occur in a consistent order regardless of visual ability. Children with visual impairments may have different experiences that influence the timing and context of learning these skills, but the underlying processes remain similar. This understanding emphasizes the resilience and adaptability of all children as they develop language skills, while also highlighting the importance of providing appropriate support and intervention as needed.

This focus underscores the significance of fostering communication in children with visual impairments, as they can still achieve similar speech and language milestones as their sighted peers, reinforcing that developmental strategies, guidance, and support should be tailored to meet their specific needs without assuming a fundamentally different trajectory.