They are those who have a complete absence of vision or have residual vision (from light perception to visual acuity 0.04 in the eye best seen with correction of glasses). For them, Touch and hearing become the primary means of perceiving the world around them. Sensory images therefore have a different quality and structure for them compared to sighted children. Those children with residual vision have a limited ability to perceive the surrounding world in the form of visual images. Although these images are very poor and inaccurate. Corrective and educational interventions aim to develop a multisensory sensory experience in blind children. The development of processes to compensate for blindness by strengthening the functions of the remaining analysts should begin at an early age. Speech plays an important compensatory role. in verbal communication with others, Connections between words and specific objects, words and actions are created and strengthened in the consciousness of a blind child. Blind children are taught to read and write in Braille (in addition to prominent maps and musical notation), and paint prominently.