A Comparative Examination of Theory of Mind and Developmental Play Assessment in Children with Visual Impairments and Sighted Children

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Karakasoglu S., ÖZDEMİR S.

ANKARA UNIVERSITESI EGITIM BILIMLERI FAKULTESI OZEL EGITIM DERGISI-ANKARA UNIVERSITY FACULTY OF EDUCATIONAL SCIENCES JOURNAL OF SPECIAL EDUCATION, vol.22, no.3, pp.611-638, 2021 (ESCI)

• Publication Type: Article / Article
• Volume: 22 Issue: 3
• Publication Date: 2021
• Doi Number: 10.21565/ozelegitimdergisi.719171
• Journal Name: ANKARA UNIVERSITESI EGITIM BILIMLERI FAKULTESI OZEL EGITIM DERGISI-ANKARA UNIVERSITY FACULTY OF EDUCATIONAL SCIENCES JOURNAL OF SPECIAL EDUCATION
• Journal Indexes: Emerging Sources Citation Index (ESCI), EBSCO Education Source, TR DİZİN (ULAKBİM)
• Page Numbers: pp.611-638
• Keywords: Children with visual impairments, developmental play assessment, theory of mind, first-order false-belief understanding, preschool period, YOUNG-CHILDREN, TURKISH CHILDREN, SOCIAL-SKILLS, PRETEND PLAY, BLIND, LANGUAGE, INFANTS, REPRESENTATION, COMMUNICATION, COMPLEXITY
• Hacettepe University Affiliated: Yes

Abstract

Introduction: This study examined the relationship between developmental play levels and theory of mind in children with visual impairments and sighted children during the preschool period.