The present review classified articles in the published literature on the learning of children with profound and multiple disabilities into the following categories : (a) the relation between children with profound and multiple disabilities and the teachers who try to communicate with them, (b), cognitive development and applied behavior analysis, (c) mass teaching and group learning, (d) joint attention, and (e) ecological psychology. Previous research has strongly emphasized the importance of teachers' actions and the setting for learning. The present review discusses the learning of children with profound and multiple disabilities from the perspective of cultural psychology. [Résumé d'auteur]