In the report presented here, the authors describe a pilot intervention study that was intended to teach children with visual impairments the meaning of far-away words, and that used their mothers as mediators. The aim was to teach both labels and deep word knowledge, which is the comprehension of the full meaning of words, illustrated through possible semantic relationships and the correct utilization of the word (Schoonen & Verhallen, 1998). Basic skills for communication with children with visual impairments are provided.