This article describes the components of the Individualized Meaning-centered Approach to Braille Literacy Education (I-M-ABLE) for teaching braille reading and writing to students who are blind and have additional cognitive impairments. The components of I-M-ABLE are: (1) selecting and teaching the Key Vocabulary; (2) teaching the efficient use of the hands in reading; (3) creating and reading Key Vocabulary stories; (4) teaching phonics; (5) teaching contractions; (6) teaching writing; (7) expanding reading vocabulary; (8) creating functional uses for braille; (9) monitoring progress; and (10) being responsive to students. A theoretical rationale is presented for the approach, along with some limited empirical evidence for using it with this population. (Contains 1 figure.)