In this Paper, an account is given of some observational studies of young visually impaired children interacting with micro computer programs designed to encourage their 'looking' behaviour and their language skills. The use of control devices such as touch screens and concept keyboards is illustrated and discussed. The role of the teacher/parent in this interaction is examined with the intention of demonstrating that the software should not be seen as totally self- sufficient but should be regarded, rather, as a flexible and open-ended means of optimising the teaching/learning situation, providing immediate feedback and 'knowledge of results' to the child and presenting opportunities for the teacher/ parent to explore and capitalise upon unexpected responses by the child.
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