The paper examines issues in early intervention with deaf blind infants. Considered are the effects of definitions of deaf-blindness on service provision and on the training of preservice students in this area. Appropriate programs entail intervention methods that address the usage of residual vision and audition as well as the development of other senses. The development of language and communication skills is critical. The range of interpretations of the federal government's definition of deaf blindness has caused a pervasive problem in programming, preservice training, and funding. A variety of alternative definitions are discussed. Early intervention is also defined and the importance of early identification stressed. Two major intervention models, the developmental model and the functional model, are explained. Early intervention for this population is discussed in terms of visual assessment, visual training, auditory assessment, auditory training, receptive and expressive communication assessment, and functional communication training. Recommendations include adequate assistive programming in sense utilization, development of appropriate preservice training, research on best teaching methods for this population, and involvement of parents and other family members as early in the intervention process as possible. A list of 126 references is included. (DB)