Reactions are defined as the fast response by the body for its exposure to a sudden stimulus such as putting hands on hot water or tearing, Bone marrow is responsible for this reaction, as it receives the stimulus in the suitable are where an appropriate response is given that moves through kinetics neural cell to the responding organism, and several studies proved that the disabled response to his surroundings differs according to senses through which the message entered, and speed of his response to the letter depends on the speed of the stimulus object, as well as reactions differs from one sense to another, but increasing senses participated in the response increase the efficiency of perception resulting in better learning [13] .

Functional treatment showed that sensual integration in the man represents brain food jus as food represents muscles diet, for neural processes organize different feelings coming from the body through various sensed and through environment, followed by the appropriate response to those feeling which are Moto behavioral in form, meanwhile functional treatment showed also that sensual integration in the man is connecting between brain and behaviors made by the individual, when someone pushes us forward, our body automatically adjusts its position to avoid falling backwards, and when we see a potential threat, we try escaping it with our maximum energy. And all these reactions and responses are resulting of our sensual integration that sends signals to our brain to perform his role by sending suitable movement and behavior for each state depending on what the brain received of our various senses, and we can imagine the situation in which the visually impaired person exists as he loses one of his major senses, and how his conducts and behaviors will be, as well as his emphasis on other senses [14] .

Parent and teachers work on providing the disabled child with experiences that help him develop and learn, and through senses development, the blind child learns compensational learning strategies that enable him in compensating what he has lost as a result of his disability. It should be emphasized that sensual compensation is not a gift as it is a sort of rewarding and continuous fort and training, so, any effectiveness or efficiency among visually disabled persons, in explaining received information, must be interpreted in light of attentions practice, adaptation, and increased usage of remaining senses [2] .

Psychologists and sociologist, in explaining that, picture how a person perception of an event by combined equation: Existence of sensory system + connecting organisms + special centers in the brain, therefore any event acquired by the man or transferred to him from the external world through senses in the form of electrical current that connects this event to the brain as it is the major part in the central neural system, so, sensing organism receives the stimuli causing the sensation, and the neural (system hearing and tactile for example) sends message or signals to the brain in the form of information about the stimulus given that the speed of signal movements in the neural system in the mankind reaches about (30.000) cm/second, and the brain in light of past experiences, interprets these signals or information and understands it so the sensual perception occurs [15] .

Studying individuals with blind or deaf special needs provides an opportunity to examine the perceptual and neural consequences of modality-specific sensory deprivation. For instance, blind subjects possess superior tactile discrimination [16] and auditory localization [17] [18] .

A neural basis for these sensory enhancements is suggested by brain imaging studies showing activation of primary visual cortex in response to tactile or auditory stimuli of blind subjects [19] [20] [21] [22] .

Blind subjects appear to have enhanced tactile abilities [23] and altered visual perception particularly for motion processing [24] [25] . Spatial attention paradigms with auditory and/or tactile stimulations were used to explore the putative neural and behavioural reorganization processes that occur after blindness. For example, in a study compared the selective and divided spatial attention abilities of Congenitally blind (CB) and sighted control (SC) participants, using sequences of auditory and tactile stimuli [26] [27] .

Another study by Collignon et al., [4] observed that Congenitally blind participants showed better spatial attention abilities compared to sighted control during both the selective and divided spatial attention tasks when auditory and tactile stimuli were presented simultaneously.

To gain further insight into the multisensory attentional processes in the blind, the study is sought to explore selective and divided spatial attention abilities in CB and SC using a similar paradigm as in Collignon et al.’s study [4] , except that this time auditory and tactile stimuli will be presented in sequence rather than simultaneously. When comparing attentional skills in CB and SC, it is particularly important for any experiment to exclude possible sensory confounds during the task because participants who are blind may possess sharpened sensitivity for the discrimination of basic features of auditory or tactile stimuli [17] [18] [28] [29] [30] .

Visually impaired people effective adaptation with life requirements, and various complexities, requires learning multiple skills and strategies needed to confront these challenges, among these skills is training on senses development which includes vision hearing, touching and smelling.

Individuals with blind as categories of special education suffers from many problems, the most important problem is communication which affects their lives and their learning, and relations with others. Hearing and tactile senses are the ones on which blind people rely mostly in compensating a great part of deficits in experience caused by loosing vision or having poor sight, so it is considered one of most important senses after vision due to it is relationship with blind’s communication and language. The need for developing skills of hearing and touching senses for the blind became important and necessary, therefore, hearing and tactile reactions in visually impaired persons will be investigated.

It is hoped that the results of this study will contribute in providing information for those in charge of blinds hearing and tactile skills development, it is also hoped that this study findings will benefit organizations working on rehabilitation of blind persons.

The significance of the study is represented by the subject which it addresses, and which is one of the important subjects in the area of taking care of visually impacted persons where this study aims at investigating or searching for additional evidences regarding hearing and tactile reaction of visually impaired persons.

It is also hoped that the results of this study with contribute in providing those in charge of blinds hearing and tactile skills development, it is also hoped that this study findings will benefit organization working on rehabilitation of blind persons.

Ten participants who are blind with congenital peripheral deficits and ten sighted control (SC) participants were included in the study (see Table 1 for details). This experiment was approved by the Ethics Committee of the Deanship of Student Affairs at King Saud University. All participants were without any recorded history of neurological or psychiatric problems, reported normal hearing and tactile functions and did not use psychotropic medication at the time of testing.

Participants were individually tested in a soundproof room. Participant’s head was stabilised in a straight ahead position by restraining the chin. Participants’ hands lied on a table, with each hand 30 cm away from the body midline. Auditory stimuli were pure sinusoidal tones delivered through headphones. Tactile stimuli were trains of five short biphasic square wave pulses. Thusly, when

referring to tactile stimuli in the present manuscript, we refer to electrocutaneous stimulation. Vocal responses were used to determine reaction times.