Educational implications of the communicative-relational function of the body in children with visual disability.

As a pivotal device for knowing and interacting with the world, the body has also been deepened in the context of studies on communicative processes, which have shown that verbal and nonverbal language constitute the complementary ele-ments of a single process. Moreover, although studies about visual perception have shown that the dorsal stream would also influence the development of language and communicative processes, it seems that nonverbal communication is an indispensa-ble condition that exists independently of sight. During infancy, the body represents the main tool of expression for the child. This function appears to be further en-hanced in case of visual impairment, whereby intense and redundant motor-gestural activity can be observed in infancy. Stamming from these premises, this paper aims to propose a reflection on the educational implications derived from the centrality of the body understood as a tool of relationship and communication in children with visual disability.