Q2. How can practitioners support learning of young children with low incidence disabilities? In order to support learning of young children with low incidence disabilities professionals may provide concrete objects to teach a child different concepts. For example, in order to promote cognitive development, the visual impairment specialist may use a real dog to teach the child what a dog is by helping them touch its face, legs, nose, body, paws, etc. while making comparisons and talking about relationships. Then, she may use a stuff dog to tell the child about a whole dog. Another challenge is that incidental learning is limited and cannot be relied upon for children with visual impairments or deaf blindness as they may be unable to copy or imitate others’ visual gestures because they cannot see it. Similar difficulties arise for children with hearing impairments when imitating verbal sounds or with children with multiple disabilities when imitating motor movements. To review another example, a speech language pathologist working with a child with multiple disabilities may use a communication device to assess a child’s preferences and interests and use this knowledge to increase the child’s engagement and promote interaction with peers during meal time.