Googling for something else, I came across this. As so often, it seems to be an online abstract of a full work that is not easy to access. The abstract is of Chapter 4 in "Access to Language and Cognitive Development" Michael Siegal and Luca Surian, 2011.
What interested me?
What intrigues me about this abstract is that unlike typical statements about cerebral palsy that it 'may be accompanied by' other impairments, this work explores the notion of a much closer inter-relationship.
"Theory of mind in children with cerebral palsy: The impact of limited expressive linguistic abilities" Annika Dahlgren Sandberg, Sven Olof Dahlgren 2011
This chapter examines the effects of restricted conversation interaction on the theory of mind (ToM) of children with cerebral palsy. Research on typically developing children has found children to be competent early in life with an urge to interact and communicate. Development takes place in a complex interaction between, on the one hand, internal conditions, and biological and cognitive maturation, and, on the other hand, external factors, more specifically, the society and people around the child. Communication can be described as a co-constructive act, where intentionality and understanding of the other's thoughts and intentions are important components for success. It is characterized by reciprocity and meaning. The chapter explores the consequences for performance on ToM tasks if full participation in this intricate interaction is hindered by physical impairment or difficulty in producing speech sounds. It reviews studies indicating a delay in children with cerebral palsy and communicative disabilities that parallels the performance of deaf children from hearing families. The chapter argues that it is important to provide children with cerebral palsy and communicative problems with appropriate and sufficient communication aids early to enhance social cognitive development.
Sadly, this ends with the recommendation merely for more "communication aids" rather than for a greater undertsanding of the need for and provision of structured teaching environments ("to enhance social and cognitive development") from the earliest age and, indeed, as the young person grows through the communication demands of adulthood. (Later edit: See note below)
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Same point. Different words. Pirates on the beach.
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Note: Later edit >>
Rather than delete what I had originally written in that last paragraph, "Sadly ..." (a little tired, more than a little negative), I'd like to thank @caroljallen who tweeted me "Hi, I have just spent the last two days with Anneka in Denmark and her work in this area is fascinating", which encouraged me to google "Annika Dahlgren Sandberg". I shall tell myself in future to try better to be more open to progressive work in other fields.
In passing, this sentence in the abstract struck me as the very truth of it: "Communication can be described as a co-constructive act, where intentionality and understanding of the other's thoughts and intentions are important components for success. It is characterized by reciprocity and meaning."
What intrigues me, of course, are "the consequences" for children with cerebral palsy "if full participation in this intricate interaction is hindered by physical impairment or difficulty in producing speech sounds".