Dear High School Teacher With A Visually Impaired Student

Dear high 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; I might identify as a blind student, a student with low vision, or something else. 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 for supporting visually impaired high schoolers, from a student perspective.

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; this is especially true if a student does not have consistent access to an assistive technology specialist or vision professionals. 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.

Provide consistent access to accessible materials

One reason that many visually impaired students drop out of high school and/or college is because they do not have consistent access to accessible materials. This can include (but is not limited to) large print, braille, or digital files that can be accessed with assistive technologies like a screen reader or braille display. While self-advocacy skills and learning how to make information accessible is important, it can be discouraging to repeatedly encounter inaccessible materials or spend hours remediating materials instead of studying.

As a student with low vision, the most high-impact advice I can offer to a high school teacher with a visually impaired student is to provide consistent access to accessible materials, based on the student’s disability accommodations or access needs. For digital assignments or files, prioritize responsive formats such as Word documents, EPUB, TXT, or accessible HTML over fixed layouts like PDF that are not as accessible (unless the student says otherwise). With responsive file formats, students can adjust font sizes/font styles, line spacing, display customizations, use text-to-speech or screen readers as needed, connect a braille display, or otherwise access text in a format they can read.

For images, make sure that alt text and image descriptions make sense and provide the information a student needs to answer questions or understand a concept. Incomplete or missing alt text can make it difficult or impossible to access images non-visually.

If you are looking for ideas on how to organize accessible materials or need tips for sharing materials, there are several posts linked below that cover these topics. Many visually impaired students have access to a teacher of students with visual impairments (which may also be known as a TVI/TSVI/CTVI/TBVI) who can provide tips or resources for providing accessible assignments.

A short story about textbooks

Make sure that accessible textbooks are available on the first day of classes, so that I don’t fall behind or have to deal with textbook-sized gaps in learning because I don’t have access to the same materials as everyone else.

Author note: Due to a series of internal errors within my school district, I didn’t receive accessible textbooks until the last week of my semester-long classes, a situation that was reflected in my grades. Since then, I have told everyone about NIMAC coordinators and services like AIM-VA that can connect students with accessible educational materials at no cost to them!

I may not always need help, but make sure I am not practicing self-exclusion

A cornerstone of my experience as a visually impaired high schooler includes developing skills related to the Expanded Core Curriculum (ECC), which cover visual information that I likely missed out on as a legally blind student or student with a visual impairment. This includes skills related to accessing academic materials (compensatory skills), learning to navigate hallways and other spaces by myself (orientation and mobility), and seven other areas. I need to practice these skills on my own, so I might learn to turn down assistance or help from others so I can do things independently.

That said, I might be prone to feelings of hyper-independence or feel anxious about working with others even when the rest of the class is working with groups/partners. Alternatively, I might feel that it is “easier” if I don’t participate in something or sit away from others, because I am used to doing everything by myself.

If you notice that I am frequently practicing self-exclusion or self-isolation, it can be helpful to remind me that independence is not about doing everything alone, it’s about knowing when to ask for help. You can also give me a choice over which student(s) I want to work with, or suggest a student that I have things in common with that I might be interested in meeting or working with. You can also give me specific ideas about how I can participate in something; for example, getting accessible books for a book club or scripts for school news/theater, turning on audio description (different than captioning) for videos, or creating accessible flashcards for a competition.

It can be embarrassing to have a teacher grab your hand/arm and ask my classmates if they can work 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! 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 as much as possible.

If you want to know something, ask me

As a visually impaired high school student, I might be able to explain how my visual impairment affects me, and might share the name of my condition(s), but I might not know how to answer questions like if my vision is blurry or what makes something hard to see since I might not know what “normal” vision looks like. This can be true whether I have had vision loss since birth, a progressive condition that has changed over time, or if I am brand new to living with visual impairment.

Instead of asking me what I can’t see, ask me about what I can see. For example, maybe I find it easier to use a digital notetaking app to answer questions in a math or science lab. 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 apps, games, books, hobbies, or other items you see me working with: do they have a certain font size, font style, color, visual layout, or other design element that can provide a clue about how I prefer to access information? I might also be able to talk about how I use assistive technology, or how I do things like take notes in class.

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 automatically, 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!

Follow my lead on how I describe my visual impairment

Unless I tell you otherwise, I am fine with using words like disabled or disability; I actually might prefer it over terms like special needs or differently abled. You can also follow my lead on whether to use person-first language (e.g., student with visual impairment), or identity-first language (visually impaired student). Please avoid using terms that make disability sound miserable or like a punishment, such as “suffering from low vision” or that imply that my disability is unfair to others (especially teachers). Model positive language around my disability and disability in general.

I might use one or more of the following terms to describe my experience and identity living with vision loss not corrected by glasses: Blind, low vision, visually impaired, visual impairment, vision loss, vision impaired, vision impairment, legally blind, sight impaired, or I might mention my diagnosis or condition. Someone may refer to themselves as blind even if they still have some usable vision, which is common and accepted in visual impairment spaces.

Recognize how I use technology for learning

I use technology in a lot of different ways, and might gravitate towards using “mainstream” devices like computers, tablets, or phones over specialty assistive technology devices that draw attention to my visual impairment; ideally, I will embrace using assistive technology and realize that not being able to access something makes me stand out even more than any device does, but I might still be learning this lesson. I might type notes or record them instead of writing by hand, use a phone or tablet camera to zoom in on information, access a large print calculator on my computer, or read a book on an eReader instead of reading from a physical copy. Some examples of specialty technology I might use could be a braille display, a video magnifier, headphones for listening to a screen reader or text-to-speech, or apps for low vision/blind students.

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 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!

It is frustrating that so many people associate assistive technology with cheating or giving students an unfair advantage, because technology can make so many things possible for students with visual impairments like me. I’m not going to pretend that I will always use technology exactly the way I am supposed to at all times, and there might be times where I text in class or check social media (yes, many social media apps are accessible to visually impaired students!), just like any other student. Model the appropriate use of technology within the honor code and talk to my case manager or other members of my support team if I am using technology inappropriately or would benefit from specific restrictions like Guided Access or kiosk mode during tests.

Find ways to ensure my privacy as a student

If I use large print materials or have a large computer screen, other students might copy from my work and try to pass it off as their own. This is very frustrating, because sometimes I have been accused of cheating off of someone writing on inaccessible materials behind me or next to me. If I could see the inaccessible materials or what the student was writing, I likely would not need to use assistive technology!

If this situation happens, please discipline the student who copied off of me instead of blaming me for having accessible materials or accusing me of copying their work. If you can, help me brainstorm ways to maintain my privacy; this could include a privacy screen for my computer, turning on a screen curtain, angling desks to face the wall during exams, or giving me the option to take tests somewhere else if I would like.

If I can’t see it (or access it), I will probably ignore it

Did you call on me in class and I ignored you, or did I talk out of turn? I might not have noticed that you pointed at me without saying my name first, or I thought you had called on me.

During the science quiz, did I seemingly ignore exponents and superscripts, or get every question with a graphic wrong? I might not have been able to access the exponents because they were challenging to enlarge, they may not have been formatted correctly, images may have been blurry when I enlarged them, or my screen reader/text-to-speech did not recognize scientific notation, equations, or images.

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. This is even more likely to happen if the papers (or where they are stored) are the same/similar color as the wall, table, or floor.

Have I acted surprised when I found out we had homework? If you wrote it down silently without saying anything or wrote it in a different location than usual, I might not have had any idea it existed.

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 some tasks but not others, or if you notice I can see things that are theoretically more challenging to see like my cell phone (which likely has several accessibility settings enabled). There’s also a chance I might be nervous to admit that I can’t see something because I have no idea how you will react, or someone might have dismissed my access needs in the past.

If you notice I am having trouble seeing something, it’s more helpful to draw attention to the access barrier or thing that I am struggling with than it is to draw attention to my vision. For example, instead of asking me why I couldn’t see the exponents, ask if writing in an equation editor or drawing the exponents larger/in a different color would make them easier to see. Or instead of yelling at me for denying that we had homework, ask me if it would be helpful to have a dedicated homework section on the board or to verbally announce the homework assignment for the day.

Encourage exploration and trying new things, even if they aren’t perfect

High school is a fantastic opportunity to try new things, make new friends, and get involved with extracurriculars. While some visually impaired students may seem anxious about participating in activities if they aren’t completely accessible right away, this can be a great way to practice self-advocacy skills, collaborate with others, and make things accessible. If you are closely affiliated with a school club or extracurricular, feel free to invite me to participate and share an example of how I can participate or a person that I might like to hang out with. Some examples of activities can include (but are not limited to): drama and theater programs like musicals or a class play, anime club, band (even marching band!), competitions, school news, knitting club/crochet club, board game club, and even athletic programs.

Author note: I met several friends in band that I am still close with as an adult; band made a profound impact on how I developed social interaction skills, and gave me a built-in group of friends that were in several of my classes. My class schedule was arranged so that I had band class every semester and every day, which gave me a much-needed social outlet and the bonus of having the same lunch period as students in my band class.

Encourage self-advocacy skills and model high expectations

Many IEPs for visual impairment include transition goals and goals related to the Expanded Core Curriculum (ECC) that support self-advocacy and self-determination. I might have had these since elementary school, or they might be new to me. Some examples of ways you can support my development of self-advocacy skills and self-determination include:

Asking me for my opinions on how I get information in the classroom, and giving me the opportunity to explain my own access needs and access preferences. Encourage me to express this information and share it with teachers like you, so that I can be a stakeholder in my learning experience.
Share information about accessibility in apps/websites we are using in class, and give me the opportunity to research information in advance. If I have an idea for an accessible app or website we can use, be open to trying it!
Encourage me to do things on my own, and model that it is okay to turn down assistance or unneeded help. Show me how to troubleshoot issues if needed, or ways that I can try to solve problems on my own.
Model how to ask for help and how I can describe what I need help with. For example, if I say “I can’t see this,” you can ask me to describe what would make it easier to access this information and share examples of strategies I can try.
Allow me to go to other locations in the school if I need a break from the classroom or need to work in another environment, or walk places by myself instead of always having assistance. I do not have control over things like light or noise in classrooms, and appreciate having the agency to work somewhere else if I want to (not because the teacher told me to leave)

Instead of assuming that my visual impairment will prevent me from learning, presume competence and have high expectations for me; do not assume that I will earn low grades just because I have low vision. Make sure that I have access to the tools and skills I need to do things on my own, instead of constantly asking for help. This is especially important for life after high school, which can include going to college.

Connect with resources for visually impaired students

Do you still keep in touch with a visually impaired student from years ago? Do you know about resources for visually impaired students that can help me access services or get accessible materials? Is there a specific website or tool that you use for finding accessible materials? A scholarship, conference, or event I might enjoy? Share it with me! I won’t be in high school forever, and it is incredibly helpful to meet other blind or low vision individuals, or learn more about how I receive accessible materials so I can continue to learn after high school or in my future classes. I would love to learn what works for you as a teacher so I can share these strategies with others.

Alternatively, if you have a question about how I use assistive technology or how I make things accessible, please ask! I might demonstrate how I access information in your class, share my favorite apps or websites that I use for school, or give you ideas on how to make information more accessible.

More strategies for a high school teacher with a visually impaired student

This is Part 3 of 3 in my post series about teaching visually impaired students. Read the other two parts at Dear Elementary School Teacher With A Visually Impaired Student and Dear Middle School Teacher With A Visually Impaired Student; there is some overlap between topics, but many of the tips can be applied across multiple classroom settings.
Want more resources for teaching a legally blind high school student or a student with low vision? Check out High School tag | Veroniiiica
Looking for tips for high school graduation? Read Disability Accommodations For Graduation
I started touring colleges the summer before I started high school, and identified my top choice school when I was in ninth grade after I fell in love with the field of assistive technology. Learn more in Creating A College Shortlist With Low Vision

Published August 3, 2017. Updated August 2026

APA Citation

Lewis, V. (2017, August 3). Dear High School Teacher With A Visually Impaired Student. Veroniiiica. Retrieved August 27, 2026, from https://veroniiiica.com/dear-high-school-teacher/

Dear High School Teacher With A Visually Impaired Student

Remember: Visual impairment is a spectrum, not a binary

Related links

Provide consistent access to accessible materials

A short story about textbooks

Related links

I may not always need help, but make sure I am not practicing self-exclusion

Related links

If you want to know something, ask me

Follow my lead on how I describe my visual impairment

Related links

Recognize how I use technology for learning

Find ways to ensure my privacy as a student

Related links

If I can’t see it (or access it), I will probably ignore it

Related links

Encourage exploration and trying new things, even if they aren’t perfect

Related links

Encourage self-advocacy skills and model high expectations

Related links

Connect with resources for visually impaired students

Related links

More strategies for a high school teacher with a visually impaired student

APA Citation

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