This child will not learnabout objects or actions incidentally. He cannot tie together the fragmentedinput he receives without interpretation and instruction from others. Hemust be taught to use and accept this instruction. Developing a communication foundation for learning is a priority. Typicallycommunication is tactile in nature using signals, objects, gestures andlater on sign language or tactile symbols or some combination of forms.
Language is developed through the use of routines, calendar systems, discussionboxes, etc.
Because of the degree of vision impairment and his inexperiencewith real events in the world, the use of print, pictures, and demonstrationwill be of little or no value to this child. He may not understand pretendor role-play as an event that relates to some real experience. After he understands what is expected,this support would be faded to avoid building prompt dependence. Because concepts develop so slowly for this child, there should be afocus on making learning functional. Great care needs to be given to developingclear goals and objectives for this child.