The education of children with visual impairments or blindness combined with other disabilities is increasingly recognized as one of the most compelling and challenging aspects of Special Education. We have come to recognize the multiple effects of combined sensory, neurological and/or psychological problems Visual and movement impairments impose many obstacles on a child's ability to explore and interact with the social and physical environment. This population is so diverse, so various in all psychological and physical dimensions that it only with attention to the individual child that we can discover how best to work with him or her. When families feel that there is a future for their child, they are enabled in countless ways to put their deepest fears to rest and help us get on with the education of their children. Understanding of the processes of development enlighten the approach to the evaluation of what children have learned and are able to learn. Language and communication play a central role and provide a conceptual framework for educational interventions . Children who are able to communicate with the people around them are able to function and participate in decisions about their lives. Language and communication provide a conceptual framework for educational intervention. The power of educational intervention has never been more forcefully demonstrated than in the education children with multiple disabilities.