The paper addresses issues involved in the management of and curriculum for children with sensory impairments combined with cerebral palsy. The first part details typical deformities and their causes in children with cerebral palsy, and describes (with illustrations) techniques for therapeutic handling and positioning in daily living tasks at home and in the classroom (including picking up the child, positioning the child for play, positioning in chairs, and standing and walking). The role of the consulting therapist is considered and the importance of cooperation between therapist and teacher is stressed. Part II considers strategies for adapting the deaf-blind curriculum for a blind child with cerebral palsy. (CL)