For normal pre-school children, social and cultural learning is promoted through play. These experiences form the basis for learning as they move on in life after preschool. However, for children with severe motor and intellectual disabilities or intractable diseases that restrict opportunities for interpersonal inter-changes and being able to leave their homes or care facilities, the opportunities to be influenced by their peers to stimulate their development are very limited, which presents a serious problem. Therefore, finding ways to provide a substitute for this aspect of development and learning for such incapacitated preschoolers is an important problem, but little attention has been given to the need for this kind of early development support. This study reports on an experiment in learning support using home visits to a preschooler with Osteogenesis Imperfecta. We visited and provided in-home educational support by directing learning activities about Japanese cursive characters using a tablet-type device and a bowling game to interest the child. Through instructions, this child was able to improve reading abilities and recognition of quantities. This gives confirmation, to an extent, that in-home teaching activities can be effective in engaging home-bound children in eagerly learning information that is important in daily life. One conclusion is that such interventions may enhance the prognosis for learning for children with intractable diseases.