Studies showing developmental delays in infants and children with visual impairments have triggered early childhood special education studies for this population. Early childhood special education guidelines for visually impaired infants and children range from individualized services to personnel preparation issues while all display certain limitations in practice. This study focuses on the problems faced in the implementation of these guidelines and some possible solutions regarding these limitations, in light of a thorough literature review. These guidelines included steps to be taken in determining the developmental patterns of visually impaired young children, providing instruction in all areas of development, personnel preparation, assessment and evaluation as well as mainstreaming practices and several solutions to overcome barriers were proposed. This discussion is believed to shed light on planning and implementing effective support services for infants and children with visual impairments. (author abstract)