In this book, an attempt has been made to study he complete proposals of structure of cognition termed as cognitive architecture of the visually impaired children by contrasting it with that of sighted children. The cognitive architecture has been defined in terms of production system framework successfully brought to psychology by eminent experts and employed in the programmes of computer simulations. The book aims to indicate the differences between visually impaired and sighted children on some parameters in the functioning of cognitive architecture for some problem tasks. The book will help educators for planning suitable interventions for the education of children and young people with visual impairments. Also, the book attempts to outline the effects of media of presentation on the functioning of the cognitive architecture both in the visually impaired and the sighted children.