Children with visual and motor disabilities constitute a distinct group with a unique set of educational needs. Such children are often grouped with the broader population of children with multiple disabilities and visual impairments (that is, those who are blind or have low vision) (Erin, 2000; McLinden, 1997). The chief characteristic of children with multiple disabilities and visual impairments is the interactive element of the disabilities and their combined impact on development. Other researchers support the belief that in multiple disabilities, there is no "primary" or "secondary" disability; instead, there is a combination of conditions that operate in a synergetic way (Hogg & Sebba, 1986). In particular, children with multisensory impairments (such as visual impairment combined with motor disabilities) face difficulties in obtaining sufficient information from their environment to learn independently, and in turn to use such information effectively to function independently (Taylor & Preece, 2010). The number of case studies or projects regarding this population is very limited, and most of them refer to assessment rather than intervention (Erin, 2000; Parker & Pogrund, 2009). The present study highlights the framework and discusses the results of an action research project that aimed to develop the keyboarding skills of a student with multiple disabilities and visual impairment via adaptive technology (the main research aim).