Both deaf and blindness are devastating physical condition with deep emotional and economic implications. All studies and review of literature reported that adolescent Egyptians lack basic information on Reproductive health topics and often receive information from sources that may be misleading or inaccurate. Investment in the health of this age group has played a major role in the development of human communities due to the dual role of women in community health. The community health nurse can advocate for both deaf and blind students by improving their needs, by designing health education intervention to protect them from hazards such as substance abuse and dangers of spread of sexually transmitted diseases and promote their healthy life style or even participating in teaching classes focusing on the targeted areas of reproductive health, family planning, and injury prevention. Aim of the study: The aim of this study was to evaluate the effectiveness of educational sessions on reproductive health among blind and deaf students at Zagazig city. Research design: A quasi-experimental design was used. Setting: The study was conducted at Zagazig City: 1. El-Amal School for Deaf and Hard for Hearing. 2. And El-Nour School for Blind. Study subjects: The study population included 63 students were recruited from the two schools. Tools of data collection: Two tools were used; Two tools were developed by the researcher based on current related literature to collect the necessary data for achieving the study objectives.  Tool I: An interview questionnaire; It consisted of two parts;  Part (I): For collecting data pertaining to socio-demographic characteristics of the student such as; age, birth order rank, place of residence, and family characteristics as; parent's level of education, job, family income, etc.  Part II: These involved questions about student's knowledge about reproductive health as; definition, goal, factors that affect the RH, target groups of RH, elements of childhood stage, RH components, elements of adolescence stage, elements of pre-marriage stage, the post-reproductive age, anatomy of female reproductive system, puberty, ovulation, menstrual cycle and self-care during menstruation, pregnancy and delivery, knowledge about puerperal and breast self-examination, etc.  Tool II An observational checklist developed by the researcher was intended to assess practice regarding breast self-examination which included ten items, such as; examining breasts at end of the menstrual period, stand in front of the mirror and look for the presence of any changes to breast, lift the arms above the head, and use the three middle fingers to feel the breasts. Results: Results of this study revealed that:  Results showed that highly statistically significant differences regarding reproductive health throughout intervention phases (P<0.001).  The total score value of total knowledge among blind and deaf student’s improved from 9.15% and 8.28% respectively in preprogram, to 90.23% and 91.38% respectively immediately post program, and decreased slightly to 88.08%, and 88.5% respectively at follow up 3 months’ post program.  None of the student (Blind and Deaf) before intervention performed practice of breast self-examination. While after program implementation the percentage ranged between (100%) and 73.0%, at follow up ranged between (88.9%) and (63.5%). Conclusion It can be concluded from the results of this study that, this study results provided evidence that after implementation of educational session's students' knowledge and practice regarding reproductive health improved Recommendations: . It based on the results it can recommended that 1- Health education and training program about reproductive health to be provided to all students in the special schools. 2- A booklet to maintain knowledge and practices of the most important need for reproductive health to be available in all schools, 3- Continuing training program should be provided to all students to update their knowledge and practices