Joanne Szabo Seventy-five percent of early learning comes from the use of vision (Gogate et al., 2011). Without visual information, a child is at high risk for having delayed motor skills (Brambring, 2006; Houwen et al., 2009; Wagner et al. 2013). Additionally, a lack of vision also affects the proficiency of motor skills. Typically, the proficiency of a child’s skills naturally increases with age (Butterfield et al., 2012). This improvement with age is not seen in children with visual impairments (Haibach et al., 2014). Intentional motor skills training from family, early interventionists and school based providers is critical to support these needs.