ABSTRACT
This chapter provides accounts of how a child with a severe learning difficulty might be taught to learn how to see using available vision and how to hear using available hearing. It examines curriculum development using the multisensory environments (MSE) in relation to six types of learning difficulty: visual impairment, hearing impairment, physical disability, intellectual disability, communication disorder and behavioural-emotional disorder. Vision is the dominant sense ability for learning. In sighted children about 80 per cent of all learning is thought to be through vision. Even for children with a visual impairment, the more use they are able to make of any available vision the richer the opportunities for learning. Visual stimulation is a process whereby the child becomes aware of his or her vision. A vital prerequisite is that the child's visual attention must be initially gained before being maintained.
