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Common classroom accommodations for low vision

The most common approved classroom accommodations for low vision - great for new students or going to college.

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I frequently get questions about the most common classroom accommodations for low vision from parents, students, and support team members trying to figure out what accommodations they need for Student Assistance Plans (SAPs), 504 Plans, Individualized Education Plans (IEPs), and college Disability Services files. While my visual acuity and technology needs have changed over time, the disability accommodations I receive for low vision have remained pretty consistent throughout middle school, high school, college, and now graduate school. Here is a list of common classroom accommodations for low vision that students with low vision often use in their classes.

Background: How to get disability accommodations for low vision

As a student with low vision in public schools, I had an IEP for visual impairment for most of my years in school, though there were also some periods of time where I had a SAP and later a 504 plan— I needed an IEP so I could get accessible textbooks/class materials that were provided by the school. My parents worked with the school to get me approved for accommodations, and starting in middle school/high school I took a more active role in advocating for my own needs and ensuring I could get the accessible materials I was approved for in my IEP.

Since IEPs expire the moment a student graduates from high school, I had to meet with my college to get approved for a Disability Services file that lists accommodations for my classes, which I have used throughout undergrad and now in grad school. I also had separate disability accommodations when I was a visiting student at another college. This is a process I initiated on my own, and I had to provide documentation of my low vision in the form of letters from my doctor and sharing a copy of my old IEP.

Large print

For students who primarily access information visually, large print is a common classroom accommodation for low vision since many students find it difficult or impossible to read standard size font— large print is defined as 14 pt font or larger. My disability accommodations list both a minimum font size for materials and a preferred font— while I can still read information written in other fonts, I have a preference for sans serif fonts and the Arial font because I personally find them easier to read. The minimum font size I can read has changed as my vision has evolved over time, but I use a larger font size for math and science since these subjects frequently use symbols.

While I have a minimum font size listed on my Disability Services accommodations in college, the vast majority of my assignments are provided in digital formats so that I can adjust the font sizes myself. However, many of my professors will keep the listed font size in mind when creating lecture slides so that I can view presentations on my computer.

Students who experience fluctuating vision or progressive vision loss will want to consider options for accessing information nonvisually. This can include tactile formats (braille) and auditory formats (audiobooks, text-to-speech, screen readers, etc.). To learn more about accessibility for print materials, I strongly recommend reading “A to Z of Assistive Technology For Reading Digital Text.”

Preferential seating

Preferential seating accommodations give students the agency to choose where to sit in the classroom so they can see the board or access other information. Some students prefer to sit front row center, while others may prefer to sit further back in the classroom so they can use magnification aids or other optical aids. In elementary, middle, and high school, I would sit closest to wherever the teacher would deliver lectures, as I had some teachers who preferred to write on the left/right side of the board instead of in the center.

In college, I haven’t run into any issues with not finding a seat in the front of the classroom or near where the professor presents notes, as long as I show up a few minutes early for class. In discussion based classes, I ask the professor to say my name when calling on me instead of just pointing at me so I know that it is my turn to speak.

Magnification devices

There are a few different categories of magnification devices and non-optical aids that are common accommodations for students with low vision, which can include:

My current disability accommodations in college list that I can use a video magnifier in the Disability Services testing center as well as screen magnification tools, but don’t go into detail about what magnification percentage I use or what settings I need. The accommodation just says that I can use magnification aids and screen magnification as needed, and does not list any brand names or specific devices. This was also the case for my IEP, which said that I could use magnification aids as needed to enlarge information. Students can work with a teacher of the visually impaired (TVI/TSVI), assistive technology specialist, or another low vision specialist to determine what magnification aids or settings will work for them.

For peripheral magnifiers that connect to a tablet, computer, or other device to enlarge information at a distance, students may need to request a separate accommodation if they plan to record audio/video for later playback. IEP goals may also list specific contexts in which students are expected to use magnification aids.

Extended time on tests/assignments

When using a screen magnifier, large print, or other assistive technology to read information, students may find that it takes them longer to finish tests or complete extended reading tasks, especially if they have to take their time accessing information. As part of my disability accommodations for low vision, I am approved for time-and-a-half extended time, also known as 150% time on timed assignments like quizzes and tests. I also have other friends with low vision who receive double time (200%) and triple time (300%) extended time.

If I am given a test with a 60 minute time limit, 150% extended time will give me 90 minutes to take the test if I need it— I can turn in the test sooner if I don’t need the extra time, but it is there if I need it. I am expected to finish the test in one session, but I can take short vision breaks/close my eyes at my desk to help with managing eye strain. When I was taking math classes as a visiting student at another college, I requested my accommodations be updated to double time (200%) when I noticed it took longer for me to read math symbols.

In high school, it was difficult to implement extended time accommodations because students were expected to finish exams within the class period— on the rare occasions where I received extended time, it was for online tests/quizzes or I would stay after school. For standardized tests, I would take exams in a small group testing room or in another proctored setting. In college, extended time accommodations are implemented in the Disability Services testing center or added automatically to online tests/quizzes.

Writing aids such as pens or highlighters

Gray pencil lead on white paper provides poor contrast, and thin pencil lead from mechanical pencils is the equivalent of invisible ink with my contrast deficiency. My disability accommodations list that I am allowed to use colored pens, high contrast pens, and/or highlighters on class assignments, quizzes, exams, and when taking notes, and that I can also write in test booklets.

On a related note, my disability accommodations also list that all printed materials should be printed as single-sided pages, not double-sided with information on the front and back. Highlighter ink and pen ink can bleed through and distort or mask information written on the other side of the page!

Use of a screen reader or text-to-speech

Screen readers and text-to-speech use speech output to read text out loud, which can be helpful for accessing text without looking at it or for audio supported reading. Even though they are two different tools, my disability accommodations for low vision don’t make a distinction between the two— text-to-speech is designed for users to read text “on demand” while screen readers provide additional navigational information and keyboard shortcuts so users can access information without looking at a screen or using a mouse.

When using text-to-speech or a screen reader in the classroom, I wear a pair of bone conducting headphones so that I can still hear the instructor talking. The main reason I use these tools is to provide additional context or clarification on what I am reading, which can be helpful for identifying similar looking numbers, letters, or words.

In high school, my IEP accommodations listed that I would use built-in screen readers and/or text-to-speech that were on my personal devices, and that I would configure them for my access needs— since I primarily accessed visual information like large print, these were treated as more of an afterthought or back-up option and I didn’t receive any instruction on how to use them. In college, many of my friends who use screen readers have a portable USB copy so they can automatically configure their preferred settings on any computer.

Copies of notes

Even though I take notes in the classroom during lectures, I’m not always entirely sure if I am copying things down correctly or if I am writing the correct numbers/words. Something that really helps is getting copies of notes from instructors so that I can compare them to my own notes and make changes. This can be implemented in a few different ways:

Another note-taking related accommodation is permission to use a keyboard to type notes instead of handwriting them. I will also take pictures of the dry-erase board to insert into my own notes so that it is easier to see/refer to later.

Alternative testing environment

Testing accommodations are separate from classroom accommodations on many of my disability accommodations lists, because I often take tests outside of the classroom. In college, I use the Disability Services testing center, a separate space for students registered with Disability Services to take timed quizzes and tests with any assistive technology or accommodations they may need. Some of my professors have also approved remote proctoring options so I could take exams or quizzes on my own computer, which is common for programming classes where exams are considered open book/open internet for all students.

In high school, I started taking some exams in the library after a teacher accused me of copying off of another student’s work. In reality, the other student was able to see my large print test and what I was writing with high contrast pens, and had copied off of me. Thankfully this situation was cleared up quickly, but other teachers would sometimes have me sit at a different desk so that my work wasn’t visible to other students. For standardized tests, I would go in a separate room with proctors to take large print exams.

Other assistive technology accommodations

Assistive technology is my favorite component of disability accommodations! My high school IEP listed generic device names/categories that I would be allowed to use in different contexts, while my college accommodations are less specific and indicate that I have permission to use low vision assistive technology as appropriate— instructors are allowed to ask me how I am using a particular type of assistive technology. Some examples of generic devices that can be listed include:

Since I was taking graduate-level courses in assistive technology starting in undergrad (and now have a M.Ed. in Assistive Technology), my disability accommodations for assistive technology in college were more open-ended because Disability Services trusted me to identify appropriate technology solutions or to work with the assistive technology specialists at the university. For exams and proctored assignments, I would use wired devices and settings like Guided Access to ensure I wouldn’t access any other applications.

Accessible file formats for course materials and standardized tests

When it comes to receiving accessible educational materials, I have separate accommodations for the following:

Some of my friends mentioned that they would have specific accommodations for how they receive accessible materials in the classroom. This could include:

Modifications for certain assignments or classes

While I access the general curriculum for the most part, there are situations where I need curriculum modifications or need to complete an alternative activity. This is documented in my disability accommodations in the following ways:

Sometimes, a situation pops up in the classroom and I have to ask for a curriculum modification myself. For example, I had to ask a science instructor if I could complete an alternative to a lab about strobe lights and leave the room (since I wouldn’t be able to block out lights), and I had to talk to my college band director about being exempt from a graded performance that would have involved several strobe lights. Since my sensitivity to strobe and flashing lights is well-documented, I feel comfortable proactively asking for modifications.

More resources on common classroom accommodations for low vision

This post on common classroom accommodations for low vision is written by Veronica Lewis, M.Ed. and reposted with permission from Veronica With Four Eyes.

Published March 2022. Updated June 2025

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