Prompting and fading is a widely recognized teaching strategy in early intervention and early childhood education for children with visual impairment, designed to help them acquire new skills or concepts effectively while promoting independence. This strategy involves providing a child with cues or assistance, called prompts, to encourage the correct response or behavior. Over time, these prompts are gradually reduced or withdrawn, a process known as fading, so that the child can perform the skill independently. The careful use of prompting and fading is especially important for children with visual impairments because they often require alternative sensory cues, such as tactile, auditory, or verbal signals, to compensate for limited or no vision. Prompting serves as a temporary support mechanism, allowing the child to experience success while learning a new concept. It reduces frustration, builds confidence, and ensures that the child associates the correct behavior with the intended outcome. In early childhood education for visually impaired children, prompts are used for a variety of skills, including orientation and mobility, daily living activities, social interaction, and academic tasks. Fading ensures that the child does not become dependent on prompts, promoting autonomy and long-term skill retention. There are several types of prompts used under this technique, each adapted to suit the sensory needs of children with visual impairment: 1. Physical Prompt: This involves guiding the child’s movements physically to help them perform a task. Physical