Low Vision Accessibilty Guide 2025

ACCESSIBLE LEARNING

Classroom Accommodations for K-12 Students with low vision 
Practical Supports, assistive tools, and resources for inclusive education 

INTRODUCTION 

Low vision affects how students engage with printed materials, classroom visuals, and tech tools. This guide offers appropriate age strategies to help every student thrive. 

 

GRADES K-2: BUILDING VISUAL INDEPENDENCE

  • Use bold, high-contrast visuals (black/yellow or white/black). 

  • Provide tractile storyboards, large print or audio books.

  • Provide preferential seating near instruction with reduced glare. 

  • Place desk at the front of the classroom and have a designated spot in front of the reader during story time.

  • Allow child to follow along in their own copy of the book, or ensure teacher shows images to child directly in front of them so they may see it.  

  • Icon-based labels for key areas in the classroom and rooms throughout the building E.g., print a large image of the bathroom sign and tape next to the bathroom door. Ensure it is at a height that a child may see (not too high). You can even print it on neon paper to call attention to it.

  • Introduce tools like magnifiers, CCTV, laptops (if applicable in school district). 

  • Laptops should have high contrast stickers over the keys and should be larger in size – e.g., 17” laptop vs. a 13” 

Resources:  
Paths to Literacy – K–2 Strategies 
Perkins School for the Blind – Visual Strategies 

 

GRADES 3-5: ENGAGING ACADEMICALLY

  • Simplify digital/print worksheets with larger fonts. Often, an IEP or 504 will include minimum font sizes for worksheets and reading. 

  • Use tablets with magnification and contrast modes. iPads are highly recommended by several low vision clinics. 

  • Encourage buddy systems and peer notetaking. 

  • Allow use of assistive tech and extended test time. 

  • Allow technology to be used at home. For example, Chrome books may go home with the student to continue learning or complete work. 

 

Resources:  
Visual Impairment and Occupational Therapy - The OT Toolbox 
Veroniiiica | Veronica With Four Eyes 

 

GRADES 6-12: PROMOTING INDEPENDENCE

  • Allow use of assistive tech and extended test time. 

  • Share accessible slide decks or class content before class. 

  • Simplify digital/print worksheets with larger fonts. 

  • Help students manage tasks via planners or voice apps. 

  • Introduce self-advocacy lessons and accessible navigation. 

Resources: 
Five Myths About Print Disabilities 
Home | Accessible Instructional Materials for Virginia 

 

PARTNERING WITH A TVI: YOUR VISUAL LEARNING ALLY

A Teach of Students with Visual Impairments (TVI) plays a vital role in helping students with low vision thrive. These specialists design academic adaptations, recommend assistive tools, and empower students through personalized strategies.  

How Family and Educations Can Collaborate: 

  • Request a functional vision assessment to understand classroom impacts. 

  • Work together on IEPs or 504 plans with tailored goals. 

  • Get input on classroom layout, lighting and tech selections. 

  • Support training in self-advocacy and independent tool use. 

  • Schedule check-ins to review changing accessibility needs. 

Resources: 
The Role of the TVI in Early Literacy Instruction for Students with Visual Impairments – Paths to Literacy 
Collaborative Evaluations: TVI and Evaluation Staff Working Together – Paths to Literacy 

 

TOOLS & TECH HIGHLIGHTS

  • Screen readers, color overlays, talking pens 

  • Tablets and laptops (utilize accessibility features) 

  • Audio books, simplified digital formats, tactile layouts 

 

PARENT’S PERPECTIVE:
LEARNING TO SUPPORT MY CHILD’S VISION NEEDS 

Jillian Hintz, Co-founder Vision Nonprofit 

When Joey was diagnosed with congenital nystagmus, I had no idea what “low vision” really meant in a classroom setting. He’s legally blind and figuring out how to support him in school felt overwhelming at first. I didn’t know which accommodations were available. So, I learned fast, leaned on some amazing teachers, and built a support team that truly sees Joey for who he is.

What I’ve learned and recommend to other parents: 

  • Start conversations early. Reach out to your child’s teacher, principal, and TVI. They’re your teammates. 

  • Talk with classmates (if your child is ready). If your child is comfortable, help facilitate a classroom conversation, guided by the teacher or TVI, that explains why they use tools like an iPad, sit in a particular spot, or take breaks. These accommodations make learning accessible, not easier. When kids understand the “why,” they’re more likely to respond with empathy and support. 

  • Get curious. Ask about seating, tech tools, lighting, and any small adjustment that can support how your child learns best. 

  • Trust your gut. You know your child better than anyone—if something isn’t working, speak up. 

  • Keep notes. Track IEP or 504 meetings, save emails, and write down the strategies that help. Celebrate small wins. 

  • Build your village. For Joey, that includes: 

  • Teachers, principals, school counselors, and TVI 

  • Education advocates from local blindness organizations 

  • Low vision clinics (alongside eye doctors) 

  • Create a back-up plan. Draft a one page “Substitute Teacher Guide” that the teacher can easily include with their notes for a substitute. It could include:

  • Your child’s diagnosis and key classroom needs 

  • Summary of accommodations (e.g., tech use, seating, eye fatigue breaks) 

  • Contact info for support or full plan access 

You don’t need every answer to make a difference, you just need to show up, speak up, and keep learning alongside your child. They’ll feel seen. And heard.