This report identifies key issues for providing early childhood special education services to young children who are visually impaired and for working with families of culturally and linguistically diverse backgrounds. First, it discusses the incidence of visual impairment and associated disabilities among young children, the process of early identification, and various definitions related to visual impairment. Second, it reviews relevant literature of the effects of visual impairment and associated disabilities on early development. Third, it outlines current intervention practices in relationship to the Division of Early Childhood Recommended Practices (1993). Fourth, it presents implications for serving infants, toddlers, and preschoolers with visual impairments, those with associated disabilities, and their families. The report includes extensive references, an annotated bibliography, and a list of available resources from the CLAS Web site. (Author/SG)