Kishore (2019), found that when children with learning disabilities are introduced the vocabulary of identified drawing elements (points, straight lines, dashes, pointed lines) and made to draw these elements, followed by instructions to draw successively simple objects for their sight vocabulary, there are enhanced learning outcomes in language development. The following intervention task sheet was developed for the systematic use for 5 hours with repeated practice sessions for five objects (balance, hut / house, face, glass tumbler with water, window) to produce reasonable outcomes.