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Visual behaviour and dyadic interaction between people with intellectual disability and people who are non-disabled.

Patterns of visual dominance in human interaction have been studied by a number of authors. The purpose of the present research was to investigate the implications of these studies for interaction between people who are disabled and people who are non-disabled. It was predicted that disability would differentiate the two groups, with non-disabled partners dominating the visual interaction. Two studies are reported. The first looked at visual interaction through the two looking modes of looking while listening and looking while speaking between 16 dyads where one partner was intellectually disabled and the other non-disabled. In the second study, eight subjects who were intellectually disabled and who had participated in the first study interacted with another person who had an intellectual disability. Their looking modes were then compared between conversing with a non-disabled partner in study 1 and with those of their partner with intellectual disability in study 2. The outcome of the studies showed that subjects who were intellectually disabled did not discriminate in looking mode between partners of different intellectual levels. Conversely, subjects who were non-disabled spoke and looked significantly more when conversing with their partner who was intellectually disabled. It has been argued that overlooking and overspeaking could arise from the need for the non-disabled person to gain some sign of affiliation from their partner, or alternatively, that it might reflect a dominant non-disabled person attempting to facilitate a cooperative style.

Adolescent↗

DEMOCRATIC TEAMS.

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Education of Persons with Intellectual Disabilitie↗

THE MANAGEMENT OF THE RETARDED CHILD IN PRACTICE.

The management of the retarded child in general practice is discussed. The necessity of a thorough medical and psychological assessment is stressed. The problem of the parents is described from the point of view of the emotional stages through which they pass and the defence mechanisms they commonly use. The factors involved in planning the future program for the retarded child are enumerated and depend on the degree of mental and physical handicap, the socio-economic and emotional climate of the family and the available services in the area. Since a large proportion of retarded children remain at home, a systematic follow-up program by the practising physician should be encouraged.

Child↗