As a student with low vision that spends a lot of time at the computer and working with different types of software, I rely on several accessibility features and the use of assistive technology to access information. While there are some tools that I use consistently across different applications like magnification and large print, I often have to configure them in a different way depending on the default font size of the application or if I’m using a lab computer with a different operating system. One strategy that has really helped me keep this information organized is learning how to document accessibility preferences with low vision, as this makes it easier for me to remember what settings I need for a specific app/software and for my professors or other allied professionals to assist me when needed. Here is how I document accessibility preferences with low vision and how I use this information in different contexts as a college student.
Determining accessibility preferences for low vision
This post assumes that a student is aware of their accessibility needs or accessibility preferences when it comes to accessing content. While students are often considered the “experts” on their own low vision, it can be useful to consult with an assistive technology specialist, teacher of students with visual impairments (TVI/TSVI), or other allied professionals that can offer expertise or share strategies/solutions for using residual vision or using non-visual access modalities. Students do not need to figure everything out on their own, but should be open to exploring accessibility settings or experimenting with different software configurations to figure out what will work best for them.
To provide some more context on this post, I have a progressive low vision condition and am often the only student with low vision in a given class. I studied both assistive technology and data science during undergrad, so my professors would often view me as an expert on accessibility and ask me questions about different settings I had configured. Alternatively, they would unknowingly reset the settings on my lab computer or student profile— which is the main reason why this post exists!
Related links
- What To Know About College Assistive Technology Specialists
- Vocational Rehabilitation for College Students
- Learning to Self-Advocate
- How To Create High Resolution Images For Low Vision
- How To Explain Disability Accommodations To Professors
- Common Classroom Accommodations For Low Vision
- Math Test Accommodations For Low Vision
Identifying software for low vision students
Identifying software for low vision students can include both specialty assistive technology tools and mainstream software that all students use in their classes. In the case of assistive technology, it’s useful to document any software or accessibility settings that the student frequently uses to access information. This can include:
- Screen readers or text-to-speech
- Screen magnification programs
- Dark mode or high contrast themes
- Accessibility settings configured on the device
When it comes to mainstream software, it helps to make a list of everything that the student is using, especially if they are likely to use it again in future classes or in the workplace. Some students will make a list of the software they use in specific subject areas (statistics), classes (STAT 250), or create categories for types of software (adaptive learning systems). Another option is to group tools by semester or time period, which can be helpful for students that aren’t in college or university yet. From this list, I create individual documents in a folder or pages in a notebook for each software.
If I made a list of all of the software I used during one semester as a data science major, I would include the following items:
- WebAssign
- SQLiteStudio
- Jupyter Notebook/Anaconda
- Notepad++
- Microsoft Word
- Microsoft OneNote
- RStudio
- Blackboard
- Canvas
- Microsoft Edge
I use all of these applications in at least one other class, but I might use different settings depending on the class— for example, I might use additional magnification for WebAssign in Calculus 2 compared to when I used it in Calculus 1. When I first started documenting accessibility preferences, I would document everything by class, and later switched to organizing by software category when I started graduate school.
Related links
- A to Z of Assistive Technology For Low Vision
- Choosing Between Light Mode and Dark Mode For Low Vision
- Secret Microsoft Office Accessibility Features I Use Every Day
- How I Use WebAssign With Low Vision
- SQLiteStudio Accessibility and Low Vision
- Accessible Python IDEs For Low Vision
- How I Use Canvas With Low Vision
- Customize Microsoft Edge Accessibility For Low Vision
Creating categories of accessibility preferences
With a background in data science/data analytics, I love listing accessibility preferences with consistent headings or categories so that I can quickly search for information. I primarily access information visually with a secondary preference for auditory access, so my personal template includes the following sections:
Device and operating system
My personal “technology toolbox” includes a Windows desktop computer, Windows laptop, iPad, and Android smartphone, but I’ve also worked with a few Linux distributions, MacOS, and other devices as part of my classes. There are some applications that I prefer to use on one device over another or where I might use more than one device— for example, I would regularly use both my computer and iPad to access WebAssign, or I had to use different magnification settings when using a lab computer with Linux.
In this section, I list out all of the devices I would use to access a particular type of software. If the settings I use are different, I would create sub-sections in the other categories that indicate accessibility preferences for a specific device.
Display customizations
Since I access information visually, I use a lot of strategies like large print, display accommodations like screen tints, display scaling, high contrast color schemes, and additional spacing for reading/writing to make information easier to see. Even though I have a minimum font size listed in my disability accommodations, this isn’t necessarily the same size I use for every application— for example, I need a larger font size for math content since every symbol and character is relevant, while I might use a smaller font size to prevent scaling issues and rely on magnification to enlarge text instead. I also turn off animations and auto-play when possible.
In this section, I indicate both the display customizations I use and also how to enable them in settings (including which settings menu to use— software settings, device settings, display preferences, etc.). I also find it helpful to write “default” if I do not change certain accessibility settings, such as font size or page color, especially if they are configured in device settings instead.
Magnification
Instead of or in addition to enabling display scaling or large print, I frequently use screen magnification to enlarge toolbars, menus, superscripts, or other tiny text/symbols so that I can see them. Because the default text size can vary from software to software, I find it helpful to write out the level of magnification, view(s) used, and any other settings (e.g. invert) that I might use. This doesn’t mean that I use all of these settings precisely, but it can be helpful to remember if I need to have 400% magnification enabled to read a status bar or if I use magnification instead of large print to read something else.
Some students will have a portable copy of ZoomText or another magnifier program that they can connect to any computer that will pre-load their accessibility preferences. This is really helpful to have for students that use lab computers or shared computers frequently.
Screen reader (text-to-speech)
I don’t use a screen reader very often, except for when I am having a bad vision day or have trouble focusing my eyes to read text. Alternatively, there might be times where I find it easier to use a screen reader or text-to-speech to read information out loud instead of just visually. In these situations, it is useful to document scenarios when a screen reader or text-to-speech is helpful (e.g. reading dialog boxes) or the reading speed used.
In this section, I will indicate the program or setting I use for text-to-speech/screen reader or if there is a built-in text-to-speech tool for a given software. From there, I add details about reading speed, any relevant keyboard shortcuts for the application, or any settings/add-ons that need to be configured.
Peripherals
In this context, peripheral devices can refer to situations where I use two devices simultaneously (e.g. iPad and computer) or other hardware/accessories that help with accessing content. This can include things like an external keyboard, a computer mouse, stylus, external monitors, headphones, or display stands. For example, I use a different set of headphones on the lab computer, or use my iPad as a calculator when doing homework in another application on my computer. This is also helpful for justifying why I might use personal technology like my phone during class.
Instructor assistance
Sometimes, students don’t have full control over accessibility settings for classroom software. Instructors may need to enable specific accessibility settings in a student dashboard, turn on screen mirroring, or enable an alternate format setting so students can configure settings on their own. Alternatively, students (or instructors) may need to contact the department head or someone else at their institution in order to configure accessibility settings, as they may not be able to enable things on their own. This can also be useful for labeling inaccessible software components that require sighted assistance.
Environmental considerations
Environmental factors such as lighting and temperature play a significant role in my low vision and how I access certain technologies. In this context, it is helpful to indicate if there are situations where a student may need to enable different accessibility settings, such as a display filter in a too-bright room or a larger font size/audio modality when it is challenging to focus their eyes. Another example that comes to mind is that I had to use a larger magnification level and avoid full-screen view when using computers in a specific lab because of how the monitor was configured.
Related links
- Questions To Ask When Choosing A Desktop Computer For College
- How To Make iPad Accessible for Low Vision
- Low Vision Accessibility Settings For Android Phones
- Ten Ways To Reduce Eye Strain From Screens With Technology
- Windows Magnifier and Low Vision
- Reading Dialog Boxes With Low Vision
- Computer Lab Accommodations For Low Vision Students
- How I Use My Phone As Assistive Technology In Class
- Disability Accommodations For Fluctuating Eyesight
Documenting accessibility preferences: Student example
Even though I shared a lot of detailed information in the previous section, most students do not write an in-depth document detailing all of their accessibility preferences for a given software. In fact, one of my best friends laughed when they read how much I had written when documenting my own accessibility preferences (to be fair, I was taking notes for a post at the time). Instead of sharing my own documents, my wonderful friend offered to share a de-identified version of how they used my template to create a more “realistic” example:
- Software name: Microsoft Word
- Device(s) and operating system: Mac computer
- Display customizations: Set default font size to Arial 14, dark mode for Word or invert screen, hidden tabs for Mailings/Draw/Design/Layout. Prefer web layout for text. If using another Windows computer, turn on high contrast theme 1. Animations are turned off in feedback options.
- Magnification: Full screen Zoom at 250%, 400% for toolbar. Read Mode in Word used to read text without Zoom.
- Screen reader/TTS: Use VoiceOver to read menus or dialog boxes as needed, activated with keyboard shortcut. VoiceOver is at default speed.
- Peripherals: External mouse, wireless earbud in one ear.
- Instructor assistance: Ask for class handouts in Word instead of PDF or convert with Anthology Ally.
- Environmental considerations: Avoid sitting directly under lights in class— turn off set of lights in the front of the room if possible to avoid glare.
This document was super helpful for my friend when they switched to a different computer and couldn’t remember if they used high contrast mode or just dark mode when working with a Windows computer. They have a separate document that goes into detail about the settings they use for their Mac computer, including details like cursor size and the VoiceOver activator key.
Related links
- Low Vision Accessibility Settings For Mac Computers
- How To Use High Contrast in Windows 10 and Windows 11
- How To Use Invert Colors With Low Vision
- Designing Accessible Documents With Microsoft Word
- Reading Bookshare Titles With Microsoft Word
- Zoom Magnifier and Low Vision Accessibility
- Computer Mice and Mouse Alternatives For Low Vision
- Using Anthology Ally With Low Vision
- Lighting And Low Vision
More tips for documenting accessibility preferences with low vision
- When it comes to documenting reading preferences, I use a different template since there are often a lot more customization options available. I share examples in A to Z of Assistive Technology for Reading Digital Text
- One of the main components of my low vision is double vision. Learn more in Two of Everything: Living With Double Vision and Using PicsArt To Simulate Low Vision
- Understanding assistive technology and how it is used is an important skill to develop when preparing to transition from high school or learning to self-advocate. I share more in Eight Things You Need To Know About Your Disability Accommodations
- Interested in learning more about software and applications I have used as a student with low vision in college? Browse Websites and Apps Archives | Veronica With Four Eyes
Published August 21, 2019. Updated July 2025