\"Congenital deaf-blindness places severe limitations on the child’ access to communication, symbolic understanding and expression. This article investigates the characteristics of communication development and it’s developmental markers cited in the research literature as predictive of the development of symbolism, and discuss compensatory strategies to support these development of children with congenitally deaf-blindness. This article suggests developmental markers as meaningful indicators of later performance for these children as like joint attention to objects and others, achievement of abstract play, consonantal and interactive vocalizations, distal gesture, varied early vocabulary and categories, use of varied cues for recall. The findings indicate that most of these children are able to communicate their thoughts intentionally even before they understand how to use symbols. Early communication efforts are often unconventional and unique to each child. Highly responsive adults who understand a child’s communication efforts are essential for symbolic communication development. With a clear understanding of the sequence of communication development of these children, the support with compensatory strategies is of the utmost importance: experiences that involve action and movement, the emotional impact of experiences and objects, activities and objects that are interesting and meaningful to a child, interactions that occur with objects or during play, regular routines, exploration using all the senses, including touch, maximizing the use of hearing and vision. Key words : Communication, Congenital Deaf-blindness, Symbolism\"