The development of the sibling relationships among five preschool white blind children and sighted sibs was explored. Recorded and coded observations gathered over the first four years of life suggest that 1) the sibship development of blind children is the same as sighted children; 2) the sibship offers an opportunity for the blind child to develop not only general coping skills, but behaviors that help him adapt to his blindness; and 3) family expectations that may be played out in sibship interactions impact on blind children's readiness for school.
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