The stages of psychomotor development in deaf blind children and youth are reviewed, and educational principles to guide psychomotor development programs for the deaf blind are outlined. Etiological factors which contribute to the psychomotor development of deaf blind persons are discussed including nonambulation and sensory deprivation, heart conditions and cataracts, apparent lack of motivation, play stage development, and language development. Among the guidelines offered to the specialist in physical education/recreation are the following: motor development should be conceived as psychomotor in nature with focus on the unity of mind and body; psychomotor programing should begin with assessment in accordance with the regulations of P.L. 94-142 (the Education for All Handicapped Children Act); psychomotor assessment and subsequent programing should be interdisciplinary; and psychomotor training should utilize concurrently as many sense modalities as possible/feasible. Also addressed are such teaching considerations as facilities and their uses, staffing needs, and teaching needs. The J. Van Dijk/C. Sherrill Coactive Movement/Language Approach is described in terms of its six stages: resonance behavior, coactive movements, nonrepresentational reference, motor imitation, natural gesture, and language. (SBH)