Dear Elementary School Teacher With A Visually Impaired Student

Dear elementary school teacher with a visually impaired student,

I am a student in your class with a visual impairment, or vision loss that is not fully corrected by glasses, contacts, or surgery. Ideally, you received a copy of my Individualized Education Plan (IEP) for visual impairment, or maybe I have a 504 plan for low vision or a Student Assistance Plan for vision impairment; there’s also a chance I might not have been approved for any disability services yet.

While you might have an idea of who I am or what I need based on my list of disability accommodations, I invite you to get to know me and help me succeed with my visual impairment, not despite it. Here are a few helpful tips and strategies to keep in mind when working with visually impaired students in the classroom setting.

Remember: Visual impairment is a spectrum, not a binary

Visual impairment is not a binary where someone either can see everything or nothing at all; many people may still have some light perception or may not be able to use the vision they do have effectively. Visual impairment can affect individuals in many different ways, and what is considered accessible by one person may not be accessible to another. Individuals are often the best experts on how visual impairment impacts them. What’s important is to know there is no “wrong way” to be visually impaired, and that visual impairment can be more than just decreased acuity.

With that in mind, it’s not always helpful to compare one individual’s vision loss to someone else’s, even if they have the same condition, level of acuity, or are close in age. Lived experience often shapes how students develop access skills, and it can be frustrating to be compared to someone else or asked why they aren’t more like them. While it can be reassuring to hear that a teacher has had other blind students or students with low vision in their classes, it’s important to be careful comparing students to each other.

I only know what I can see

I’m still young and getting used to my visual impairment. I might have had this for a few years, I might be brand new to living with low vision, or I might have been born with my condition. There’s a strong chance I don’t know what perfect vision or 20/20 vision looks like, and may believe that every other student that wears glasses sees things the same way I do, even if my vision loss is not corrected by glasses. I may or may not know the name of my diagnosis or condition either.

Instead of asking me what I can’t see, ask me about what I can see. For example, maybe I find it easier to read a worksheet with a single-column layout instead of having multiple math problems next to each other. Maybe I find it easier to locate the red folders that stand out against the table, instead of the beige folders that go unnoticed because they match the tabletop. Another strategy you can use is to ask me about my favorite books, apps, toys, or other items you see me working with: do they have a certain font size, color, visual layout, or other design element that can provide a clue about how I prefer to access information?

Online resources that share more about my condition can be helpful, but it’s important to thoughtfully consider my lived experiences too; this is especially true if I have more than one condition or multiple disabilities. I don’t know what the “best practices” are for teaching someone with my condition, and I might not do things the same way as an article or social media post says I should. This doesn’t mean I don’t have a visual impairment, I’m just learning!

Related links

• Learning To Explain Usable Vision
• Adapting Page Layouts: Math Problems and Low Vision
• Web Search Tips and Operators For Low Vision
• Create A Personal Accessibility Checklist for Low Vision

Recommend services and disability accommodations as soon as possible

Early intervention makes a big impact! Elementary school lays the foundation for middle school, high school, college, and beyond.

If I don’t already have an IEP for visual impairment, this is something you should recommend as it can give me access to essential resources like a teacher of students with visual impairments (which may also be known as a TVI/TSVI/CTVI/TBVI), assistive technology assessments, accessible educational materials, and other targeted services that help visually impaired students thrive; these may not always be available with a 504 plan or student assistance plan. As a teacher, you can also make suggestions for other disability accommodations or provide feedback on how things are going in the classroom. If something isn’t working out, you might have access to additional resources for visually impaired students.

Also, if you think I could benefit from related services like speech therapy, occupational therapy, school psychology, educational audiology, or similar services, please recommend me for them if you can! While not every visually impaired student or legally blind student will need all of these services, the impact of early intervention cannot be understated.

Related links

• Ten Lessons My TVI Taught Me
• Common Classroom Accommodations For Low Vision
• Receiving Accessible Educational Materials With NIMAC and AIM-VA
• Eight Things You Need To Know About Your Disability Accommodations
• Seven Myths And Misconceptions About IEP Students
• Helping Visually Impaired Students Thrive: My DonorsChoose Giving Page

If I can’t see it, I will probably ignore it

Intricate coloring page with lots of thin lines or tiny numbers indicating what colors to use? I might scribble, color outside the lines, use the wrong colors, or avoid the assignment entirely if it is hard to see.

The papers are over there? Without knowing where over there is, I might not go retrieve them, or I will ask someone else to grab them for me. Or I will wait for more students to go over to the desk and follow them.

Text written on the board in a light colored marker? It might look invisible, or the glare from overhead lights might make it hard for me to see from my desk. I have no idea what is on the board, so I won’t write it down, especially if you wrote it down silently.

In these scenarios, I might have no idea what I am missing, or not know what I can’t see. This can be confusing if you notice that I do just fine with coloring the pages with lots of bold lines, or if I can retrieve papers if you tell me where they are, or if I copy things from the board when you write with dark-colored markers or turn off an overhead light; you might wonder what’s going on or if I am being difficult. I might not want to admit that I can’t see something, or I might assume that it looks this way for everyone else.

Also, when you call on me (or any student) in class, please say the name of who you want to speak instead of just pointing at them. That way, I know when it is my turn to speak!

Related links

• Art Classes and Low Vision
• Elementary School Classrooms And Low Vision Accessibility
• How I Use Dry-Erase Boards With Low Vision
• Environmental Accommodations For Low Vision Students
• Strategies for Hand Raising and Low Vision

It can be hard to find other students sometimes

When kids run around on the playground, I may struggle with figuring out who is who, or figuring out where they are going. I might not see a student sitting far away, or recognize people (even friends) who are waving or who are far away. Alternatively, I might stay in one place, like on the swingset, and wait for people to approach me to play. Something similar might happen in the cafeteria; I might not know where to sit or where my friends are sitting, because there is so much going on visually.

It can be embarrassing to have a teacher grab your hand/arm and ask your classmates if they can play with me, or if I can sit with them, even more so if you share that I have trouble seeing and students get extra credit for being my friend! Before you do this, ask me if I would like to play with a group of students or if I want to sit with someone; if possible, ask me if there is someone specific I want to be with.

Instead of just introducing me to a group of students, ask if I would rather have you just show me where the other students are and have me go talk to them myself. Let me make decisions whenever you can.

That said, if there is a student you think I would love to be friends with, feel free to introduce us or have us sit next to each other in class! If I am new to your class or school, you can also share names of students that you think I would enjoy being friends with. While I might not be friends with every student I meet (just like any of my other classmates), I love meeting students that share my interests.

Related links

• School Cafeterias and Low Vision
• Learning to Self-Advocate With Low Vision
• Preferential Seating and Low Vision

Check for accessibility and compatibility with assistive technology

If we are using technology in the classroom, check to see if it is accessible or compatible with my device(s), accessibility settings, or other assistive technology. For example, if I need large print, check that all of the questions and text can be enlarged on my screen to a size that I can read, and that text doesn’t disappear quickly from the screen. If I use a screen reader or text-to-speech, test apps and websites ahead of time to make sure that buttons are labeled and all on-screen content is read out loud.

If you notice that I am not using my device correctly or if I am ignoring it, consider that I might have hit an accessibility barrier or can’t see it; I may not have the tech skills to troubleshoot it on my own.

In case you are wondering what assistive technology is, a simple definition is that it is any item (physical or digital) that makes tasks and activities accessible for people with disabilities. Some examples of high-tech assistive technology I might use include tablets and computers, which include accessibility settings like large font sizes, screen magnification, text-to-speech, dictation, screen readers, and more.

If I am working with a vision professional like a teacher of students with visual impairments (TSVI/TVI/TBVI/CTVI), an assistive technology specialist, special education technology specialist, instructional technology specialist, or similar professional, please reach out to them for more information. They can help you identify accessible apps, websites, and resources that are appropriate for my access needs and our learning goals!

Related links

• Create A Personal Accessibility Checklist for Low Vision
• A to Z of Assistive Technology For Low Vision
• Free Math Websites For Low Vision Students
• Free Science Websites For Low Vision Students
• Accessible Classroom Library Ideas For Print Disabilities

It might take longer to identify items visually (or non-visually)

Let’s say we are learning about money in class. When you give me a $1 bill and a $5 bill for the first time during our US currency lesson, it might take me a bit of extra time to figure out what is different about them.

Both of the bills are the same size, color, and texture, plus the pictures on the bill may not be immediately clear without a magnifying glass. Same goes for coins, as I might not be able to see the differences in what the faces of coins look like; I will likely learn to identify coins based on non-visual details like size, texture, or the presence of ridges on the side. It can help to point these out in lessons and give me real objects (or realistic replicas) to examine when you can, as manipulatives may be missing the salient features I use to identify real-world objects.

Because of my visual impairment, I often miss out on incidental learning because I can’t observe my environment or others around me. It can be helpful to consult with a teacher of students with visual impairments, who can provide specific recommendations on how to make teaching visual concepts more accessible. They can also connect these lessons to Expanded Core Curriculum (ECC) concepts that can help me learn to access information; for example, they might teach me how to use a currency reader or teach strategies for organizing money. They might also have recommendations for tactile graphics, braille materials, or other resources you can use.

To support visual access, make sure my desk is free of visual clutter and that objects stand out against the surface of the table. Allow me to explore items with a magnifier (if I use one regularly) or hold items close to my face. As you share items with the class, describe key visual features and non-visual features that can be used to identify items, such as the copper color of a penny or how it is smaller than the other coins. If you are sharing images of an item, make sure it has good contrast and stands out against the background, and that images don’t appear blurry or pixelated.

Related links

• How To Identify Money With Low Vision
• Adapting Coin Activities: Math Problems For Low Vision
• High Contrast and Low Vision
• How To Create High Resolution Images For Low Vision

Consider adapting items and activities so I can participate

Instead of excluding me from activities because of my vision, find ways to adapt an activity so that everyone can participate. For example, playing a video with audio description (which is separate from captioning) can help me follow along with visual details and get information that I might miss out on otherwise. Instead of playing catch with a dense ball that matches the floor, use an audible ball or giant inflatable ball that is easier for me to catch or throw during activities.  Or if we are watching an activity on the board, mirror the display to my computer or tablet so I can see it too.

Sometimes I might be nervous to participate in activities and might say that I don’t want to do something because of my vision. I might be anxious to try new things, or appreciate knowing what to expect in advance and having someone tell me what to expect. At the same time, make sure that I am not in a situation that could be dangerous or unsafe; some examples that might come to mind include playing open sports like dodgeball without appropriate modifications, eating food I am allergic to, and watching videos or playing games that have strobe lights/flashing lights if I am photosensitive.

Also, please don’t ask me to take off my glasses unless they are broken, because I need them to see and taking them off might hurt my eyes. If you want to do an activity where we wear masks in class, consider cutout masks on a stick that everyone can hold instead of masks that need to be worn on the face or pressed against the eyes (which can be uncomfortable with glasses).

Related links

• DCMP: Free Audio Described Videos For Classrooms
• Gym Classes and Low Vision: My Personal Experiences
• Choosing Accessible Microscopes For Low Vision
• How To Describe Science Experiments For Visually Impaired Students
• Modifying Assignments To Remove Flashing Lights

My vision might change or fluctuate over time (or throughout the day)

There are many factors that can impact how well I use my vision or how well I can focus on visual tasks. This can include lighting, temperature, visual clutter, pain levels, how tired I am, or internal feelings like hunger or discomfort. Another factor can be how much visual energy that a task requires; for example, math and science often require me to read every letter and symbol very carefully, compared to language arts where I might not have to read every word letter-by-letter. Sometimes, I might also experience vision declines, or my vision loss may progress over time, and I might have to figure out how to work with it.

My disability accommodations might not be updated instantly to reflect vision changes, so please be flexible and consider adjusting the font size of materials or letting me use things like high-contrast pens, even if my disability accommodations haven’t been updated to reflect how my access needs or access preferences have changed. Also, please let the members of my support team know about any changes that you make, like if I seem to be doing better with a larger font size or if a specific color ink seems to work really well.

While there is a chance I am aware that my vision has changed, please don’t remind me that I used to be able to see something or ask me what my “problem” is. Chances are, I am also frustrated or confused as to why certain fonts are suddenly blurry or why I can’t find my friends in the cafeteria.

Related links

• Environmental Accommodations For Low Vision Students
• Disability Accommodations For Fluctuating Eyesight
• Writing Aids For Low Vision: My Personal Superlatives
• A to Z of Assistive Technology for Reading Digital Text

Normalize using accommodations and assistive technology in the classroom

One of the most helpful ways you can show allyship to a visually impaired student is to normalize the use of accommodations and assistive technology when possible, as well as honoring student access needs and preferences.

If the entire class is doing a worksheet, give me an accessible copy that I can work on at the same time. If you are showing an article on the projector, turn on a simplified reading display or text-only view and remove the visual clutter for everyone so it is easier to see. Verbally describe what you are writing on the board, the illustrations in the book for storytime, what you are holding in your hands, or what you want us to notice when we look out the window. These small shifts can make a huge impact on inclusion.

If I use technology that is different from what other students use, ask me if I would like someone to explain how I use it, or if I would like the chance to explain how technology helps me. You can also ask me (or my family, or a member of my support team) what questions I feel comfortable answering about my disability. If you notice students teasing me or asking questions in a disrespectful way, call out the behavior and invite them to rephrase questions if needed.

Related links

• Simplified Reading Displays and Low Vision
• Accessing The News With Assistive Technology
• How To Find Accessible Picture Books For Low Vision
• Global Accessibility Awareness Day: Activity Ideas for Students
• Teach Kids About Low Vision and Assistive Technology: Free Resources
• How I Respond To Children’s Questions/Comments About Low Vision
• How I Respond To Questions/Comments About My Eyes

More strategies for an elementary school teacher with a visually impaired student

• This is part 1 of 3 in my post series on advice for teaching visually impaired students. While there is some overlap between posts, many of these tips can be used at the middle and high school level as well. Explore more at Dear Middle School Teacher With A Visually Impaired Student and Dear High School Teacher With A Visually Impaired Student
• If you are in the United States, make sure to ask about the APH Federal Quota program for visually impaired students! The special education team can provide more information if needed. There are several other resources listed on How I Write Research Papers On Accessibility Topics that cover organizations for accessible materials.
• Another thing to keep in mind is that while visual impairment simulations can be useful for understanding accessibility barriers, it’s critical to presume competence. Students with visual impairments develop skills so they can access information visually or non-visually, and the purpose of these simulations is to highlight the need for compensatory skills and accessibility, not to assume visually impaired students can’t learn. Explore some low vision simulations in Using PicsArt To Simulate Low Vision.
• I might not immediately recognize you in the hallway or an unfamiliar environment. Even though I might recognize your voice, it’s frustrating to have people say “guess who I am!” or “don’t you know who I am?” It’s better to greet me and identify yourself, e.g., “hi (student), it’s (name).” Also, please don’t grab my arm to guide me somewhere without asking, unless I am immediate danger of hurting myself or others. Learn more in How To Be An Effective Human Guide For People With Vision Loss
• Looking for more ideas on how to help your visually impaired student thrive in the elementary school classroom? Check out Elementary School posts on Veroniiiica

Published August 1, 2017. Updated August 2026