10 Lessons My TVI Taught Me | Veronica With Four Eyes

As a student with low vision attending Virginia Public Schools, I was provided with an itinerant Teacher of the Visually Impaired (TVI), sometimes known as a Teacher of Students with Visual Impairments (TSVI). My TVI advised on topics related to academic access for low vision, assistive technology for visual impairment, and provided insight about the disability accommodations process and recommended specific classroom accommodations. I still use many of the lessons my TVI taught me all these years later!

While many students start working with a teacher for the blind and visually impaired in kindergarten (sometimes even earlier!), I did not have regular contact with a TVI until shortly before high school. Since I would be going to college sooner rather than later, my TVI emphasized student-led advocacy, developing self-determination skills, and the importance of learning to do things independently without relying on others. Here are ten lessons that my TVI taught me that have had a strong influence on my experiences as a student with low vision, along with resources for visually impaired students.

Background on this post

Although I was diagnosed with low vision at age three and had an IEP starting in kindergarten, my family and I only had sporadic interactions with a TVI prior to the end of my eighth grade year. I attended two different high schools in two different school districts, and had three different TVIs, not counting the additional TVI I briefly interacted with at the end of the school year; all of them referred to themselves as a Teacher of the Visually Impaired, so I use the acronym TVI throughout this post instead of TBVI (teacher of the blind and visually impaired/teacher of blind students/teacher of visually impaired students) or TSVI (teacher of students with visual impairments).

I use the phrase “my TVI” throughout this post to refer to the various TVIs I worked with and the lessons that they taught me, often indirectly or as informal lessons since they did not have much time to spend with me or with my teachers. I was the only student in my school that was identified with low vision, and was reportedly the only visually impaired student in my school district(s) that accessed the general curriculum.

While it would have been wonderful to have more time with my TVI to explore Expanded Core Curriculum concepts (ECC), have them review accessible materials more frequently, check out specialty assistive technology for low vision, or have them play a more central role in implementing disability accommodations for low vision, this post reflects the reality that my TVIs had a large caseload with many blind students and students with higher support needs in other districts, and did not have as much time to work with a college-bound student with low vision that also had family support.

To all past, present, and future teachers of the visually impaired/teachers of students with visual impairments/teachers of blind and visually impaired students/visual impairment specialists: thank you for the amazing work that you do to empower students with visual impairments to thrive. While I mention a few things that could have been handled differently, there are many other things that would not have been possible without the invisible labor and tireless work of allied professionals and advocates like you.

Self-advocacy is the most important skill to have

A lot of my IEP goals revolved around topics related to self-advocacy and self-determination because my TVI believed that developing self-advocacy skills would be crucial for navigating college transition and independent living with low vision. Some examples of opportunities they used to teach me self-advocacy skills included:

Learning how to describe my usable vision and how double vision impacts how I access materials. Because I have an uncommon diagnosis, it was challenging for others to make assumptions about my usable vision.
Explaining how to make paper-based materials accessible, including minimum large print font sizes and the scaling percentage used on the copier.
Describe IEP accommodations and disability accommodations in my own words, and share recommendations for for to implement them.
Being aware of how I use my computer to access materials, and learning to ask for digital formats.
Talking about my disability with others, which included describing my experiences with low vision to classmates.
Participating in IEP meetings and meetings with teachers, and eventually leading meetings.

At first, I was upset I had to practice self-advocacy skills so often, because I felt it was unfair I had to justify why I deserved to learn and get assignments I could read, something that other students in my classes were given without having to ask. I also had assumed that having a TVI would mean I had to spend less time talking about my low vision, when instead I felt like I was talking about low vision more than ever before.

That said, the vast majority of teachers and people I interacted with had very little experience with low vision, so I needed to develop these self-advocacy and self-determination skills to help me prepare for other situations I would encounter in the future.

Explore accessibility features in mainstream technology

Consumer technologies and mainstream devices like computers, tablets, and smartphones are not specifically designed for people with disabilities, but include a wealth of accessibility settings and can be used as assistive technology in multiple contexts. Since I would likely be using these devices in college and in my future career, my TVI would encourage me to spend time exploring technology in the following ways:

At the beginning of each meeting with the TVI, I would be asked to share a new app, accessibility feature, or interesting way to use technology that I could use at home or school. Some examples included:
- High-contrast color scheme on the computer
- Photo editing app for simulating double vision/low vision
- Large print keyboard for phone
- Custom icons for computer and phone
- Keyboard shortcuts
- Learning to use Microsoft products for school
Considering ways to incorporate technology as a tool in lieu of or in addition to using physical pages. For example, using a laptop to type notes instead of handwriting them, or reading eBooks instead of large print.
Instead of straining my eyes to read slightly-too-small print, my TVI would prompt me to explore accessibility settings that could make reading easier. They did not tell me what types of features to try out (e.g., text-to-speech or large print sizes), though that would have been helpful.

One of the reasons exploring mainstream technology/accessibility settings was so heavily emphasized is because my school district had limited resources for assistive technology, and specialty assistive technology devices were either unavailable or not suitable for my access needs. I also generally preferred to use mainstream devices because they did not draw attention to my low vision and because specialty assistive technology was not available.

Learn to access information independently

My TVI reminded me frequently that I could do things on my own and should not rely on a TVI, teacher, or anyone else to provide me with accessible materials or to help me with completing visual tasks. While this felt overwhelming and anxiety-inducing at times (especially after my vision changed/declined), examples of tasks I had to learn included:

How to create accessible materials, including what goes into creating accessible digital materials and the settings on the copier used to enlarge my work.
Using my phone’s camera to zoom in on small text or serve as a makeshift video magnifier when magnifying glasses were not sufficient/available
How to navigate my high school and locate classrooms or other landmarks.
Enlarging accessible sheet music for band
Troubleshooting computers or technology settings
How to read information on the board independently

While some teachers of students with visual impairments have students participate in lessons for independent living skills (e.g., learning to do laundry, cooking meals, managing finances), this was not an area my TVI prioritized. I remember they were excited when I would talk about baking at home and encouraged me to keep making cookies and cupcakes from scratch, but they did not have me participate in any lessons related to independent living skills; we primarily focused on academic access.

Assistive technology is your best friend

Both of the school districts I attended had limited resources for assistive technology, and my TVI admitted to me that they were not familiar with a lot of low vision assistive technology or the newest accessibility settings for visually impaired users; they were not used to supporting high-tech devices or having a high school student with low vision that accesses the general curriculum.

That said, when I told my TVI I was interested in learning more about assistive technology for low vision after attending an event at my future university, they were thrilled and told me to learn everything I could! While my TVI did not provide formal AT instruction, examples of assistive technology for low vision that I explored in high school included:

Using screen magnification, specifically Windows Magnifier (which was available on all school computers)
Learning how to use an eReader and configuring large print sizes, as well as downloading books from Bookshare.
Trying out a portable scanner for creating PDFs of assignments— admittedly, this experiment didn’t go very well because I had trouble positioning pages, but I did use a scanning pen later in college.
Using mobile applications, e.g. accessible calculator app for iPad.
Various magnifying glasses

At my second high school, the TVI recommended I use a desktop video magnifier/desktop CCTV that was placed in the school library to enlarge my assignments— the device did not fit in the classroom, and I had to take frequent breaks when using it since the older CRT display would rapidly flicker or flash. This device was not purchased specifically for me and did not come from the Virginia Department for the Blind and Vision Impaired (DBVI) or APH Federal Quota Program.

While this particular device did not work for my access needs, being familiar with desktop CCTVs helped me when I started college and started using a non-flickering desktop video magnifier!

Disability accommodations aren’t always followed, plan for it

After not having an IEP for visual impairment throughout most of middle school, I expected that having an IEP meant that my teachers would be more likely to provide me with disability accommodations I was approved for, like receiving assignments in large print or getting copies of information on the board. In reality, I had many teachers who did not follow my accommodations or provide me with large print due to a variety of factors. Some of the ways my TVI helped me to manage these situations included:

Having me request copies of digital assignments on a USB drive I could connect to my laptop, so the teacher did not have to print a separate copy. This also meant I could adjust the font size myself.
Developing strategies for accessing information on my own, like enlarging text with a magnifier or asking someone to read me the assignment.
Identifying what makes an assignment inaccessible for me or identifying errors with my assignments so they can be avoided in the future (e.g. missing answer choices)
Using study hall to catch up on assignments or track down notes, even if I wanted to use study hall to do something else.
Learn how to ask for specific accommodations or adjustments, such as using a dark dry-erase marker to write on the board so I can see it.

Instead of getting upset with teachers or being frustrated with them, my TVI wanted me to recognize that teachers have a lot of other students that they have to deal with, including other students with IEPs— having a student with low vision required them to plan things differently, and they were trying their best. Likewise, my TVI had several other students on their caseload in different school districts, so they could not be there to make all of my assignments accessible.

Taking the time to learn how to do things on my own when I could and taking an active role in my educational experience was critical for using disability accommodations in college and beyond, especially since I would have to enlarge my digital assignments.

You don’t get an A for showing up

When I did not receive an accessible copy of my assignments, homework, or tests, I felt that I was entitled to receive an automatic 100 or exemption from the assignment, since everyone else received a copy of the assignment they could read and I didn’t. This sounds like a fair compromise, except instead I would get a zero, along with missed instructional time and lower test scores from not learning the material.

I could tell that my TVI was conflicted on how to handle this situation, as they thought I should at least get extended time to complete assignments. Still, they did not want me to develop learned helplessness, so they approached teaching me this lesson in a few ways:

Instead of changing zero grades to exemptions, I would work with my teachers and/or TVI to track down accessible copies of the assignments and submit them without penalty (or sometimes with penalty, depending on the teacher). Sometimes, the zero grades would still stand, but at least I learned the material.
If there was a specific barrier keeping me from completing an assignment, the TVI would help me find a way around it. This included tracking down a large print Periodic table for science class.
Recommending that I meet with a tutor outside of school to work on concepts I missed in class.
Reminding my teachers that I could not access small print with low vision and that I needed accessible materials.

Another subtle way they incorporated this lesson was by correcting me when I would say “people with low vision can’t do (task)” or “I can’t be expected to learn (topic) with low vision.” They would remind me that I was expected to do everything a sighted student would do and more, unless my doctor specifically cautioned against it (for example, driving a car or participating in open sports after eye surgery).

You are the expert on your visual impairment/low vision

I have low vision as the result of both an eye condition and a brain condition; I have both ocular visual impairment and neurological visual impairment. Both of my conditions are fairly uncommon, and someone would not necessarily be able to figure out what my usable vision is from looking at my list of diagnoses. Because of this, my TVI would remind me I was the expert on my experiences with low vision, and was responsible for telling people what I could and could not see. This included practicing skills like:

Explaining what double vision is and how it affects reading.
Learning about how factors like fatigue and lighting impact my vision, and planning proactively for how to manage them, or being aware of how my vision changes in different environments
Being aware of how my vision has changed over time, and adapting to changes in my vision.
Identifying why I have trouble seeing something, such as if the font is small, items are too close together, etc.
Choosing a seat in class that would maximize access to visual materials
Being able to explain my eye condition and brain condition in my own words.

Although I was diagnosed with low vision at age three, we did not know how my brain condition impacted my eyesight until after I graduated from high school. That said, a vision decline that took place prior to starting high school coincided with the onset of my then-undiagnosed neurological condition, which was suspected to have an impact on my vision. While my TVI knew that I had photophobia and was sensitive to flashing/strobe lights, they worked with the assumption that my ocular visual impairment was the sole cause of my low vision and did not have an explanation for some components of my usable vision.

High school is temporary

When I would become frustrated with not having control over my learning environment, setting my class schedule, or dealing with technology restrictions in high school, my TVI would remind me that high school is temporary and that college would be different. While my TVI did not play an active role in the college transition process or provide insight on the college application process/applying for disability accommodations, some of their indirect instruction on this topic included:

Prompting me to figure out how I would continue to receive disability accommodations after high school, since my IEP would expire.
Mentioning resources like the state unit for visual impairment (known as DBVI in Virginia); while I was not in contact with DBVI in high school, I was accepted as a vocational rehabilitation client before starting college.
Being aware of accommodations I could use in college, like using a computer to type notes or requesting assignments in digital formats.
Staying involved with extracurricular activities that would provide a valuable social outlet, like band.

It is worth noting that my experience receiving disability accommodations for low vision in college has been much more positive than my experience receiving disability accommodations in high school, because I have consistent access to accessible materials, textbooks in alternative formats, professors that incorporate UDL and accessibility strategies, resources for visually impaired students, and strong technology skills. My experience is not universal, but after not being able to get textbooks for some of my high school classes, having no control over my teachers or schedule, and facing challenges with procuring accessible digital materials, I have thrived in the college/university setting.

Learn to hide your low vision (not-great lesson)

My TVI wanted to make sure that I did not let my low vision impact my goals for independence or my ability to thrive in the classroom and beyond, but admittedly did not teach me this lesson in a great way. I was told to hide my low vision and not use it as an excuse, and they would remind me my vision was not “that bad” compared to others or that I could see more things than I thought.

I also had a TVI say that I did not qualify for state services from the Department of the Blind and Vision Impaired because I was not blind and that assistive technology was only for blind people. Neither of these things are true, but I share these examples to illustrate that they were not very experienced working with low vision students.

While this is not necessarily something to aspire to, some of the ways they taught me to hide my low vision included:

Having me use my phone to zoom in on the board, instead of acknowledging that I could not see the board.
Encouraging me to mask my vision loss and pretend to read items even if I couldn’t see them, or frequently straining my eyes to make out barely-readable text instead of requesting larger print.
Having me develop complex workflows or routines for using inaccessible software that involved straining my eyes instead of evaluating accessible options.
Prioritizing the use of mainstream technologies over specialty assistive technology, because the other tools were good enough and free, unlike expensive specialized assistive technology. I was also told that specialty tools were only for people who had more significant impairments.
Instead of advocating to be included in activities, I was encouraged to not participate or remove myself so that others did not have to accommodate for my low vision.
Telling me that my teachers did not want a student with low vision in their class, and pushing me to go above and beyond to be a stellar student that did not complain. If I did not turn in assignments, complete readings, or if I made a lot of mistakes, this would justify why I did not deserve to have accessible materials consistently.

To reiterate, none of these lessons are good, but I picked up on these cues regardless and often felt like I was being held to a higher standard than other students, that I had to prove why I deserved to learn, or that I had to overcome my low vision somehow. Plus, people still noticed I had trouble seeing, even with the masking. I had never met anyone else with low vision or a visual impairment in general, so I had no idea how others handled these situations.

Many years later, I notice thoughts of internalized ableism or hyper-independent tendencies that pop up when I encounter material I can’t access or hear certain phrases; there are still times I will literally push myself to the point of pain instead of acknowledging that I have trouble seeing (though it has improved over time). Something that has helped me is learning how to use assistive technology and accessibility strategies in multiple ways, and understanding that I can learn to do things with low vision, not despite low vision.

Share what you have learned with others

One of the major barriers faced by my TVIs (and teachers of students with visual impairments in general) was that there was limited research on teaching students with low vision, limited opportunities for professional development related to low vision, and there weren’t many resources available for students with low vision or their families. This is especially true when it comes to attending college with low vision, or strategies for using accessible educational materials and assistive technology effectively.

Since my TVIs knew I loved to write, the most impactful lesson they taught me was to share what I learned with others and leave my schools a better place for students with visual impairments than I found them. Some of the strategies they recommended included:

Writing lists of strategies or accessibility tips for navigating classroom environments, as students with visual impairments would pick up on details that sighted school staff wouldn’t. I would write these as Word documents and give them to my teachers.
Presenting on topics related to assistive technology and accessibility settings in front of teachers or other stakeholders.
Providing advice so that other people could have the same opportunities I have had; if I have to be the first visually impaired student to do something cool, I want to be the first of many!
Sharing my experiences and resources online so that other TVIs and students could use them. I came up with the name Veroniiiica (Veronica With Four Eyes) at the end of high school, and published my first public post about 18 months later.

Another fantastic resource for students with visual impairments and TVIs who are interested in writing about their experiences with visual impairment and using assistive technology is the free Your Paths to Technology style guide, which I developed as part of an internship with Paths to Technology at Perkins School for the Blind. I highly recommend checking it out!

Other notes on lessons my TVI taught me

My TVIs did not use the phrase “Expanded Core Curriculum” (ECC) or related categories to describe the lessons they taught me, with the exception of using the phrase assistive technology. That said, I have ECC post categories listed on my website, which can be found at Categories | Veroniiiica
Although I write a lot about resources for visually impaired students, I am not a TVI/TSVI; I am an assistive technology specialist and am currently getting my PhD in Special Education/Learning Technologies Design Research, where my research focuses on assistive technology and supporting college students with low vision as they access physical and digital environments. Learn more about me in About Veronica Lewis | Veroniiiica
I love developing and sharing resources for TVIs, especially now that several of my friends from college are TVIs! One resource that is a lot of fun to explore is April Fool’s Day Prank Lessons For Low Vision Assistive Technology
If you have enjoyed this post, consider making a donation to a DonorsChoose project that can help a TVI and/or students with visual impairments thrive in the classroom. 100% of your donation goes to DonorsChoose: Helping Visually Impaired Students Thrive | DonorsChoose

Published October 4, 2017. Updated February 2026

Reference

Lewis, Veronica. (2017). Ten Lessons My TVI Taught Me. Veroniiiica. https://veroniiiica.com/ten-lessons-my-tvi-taught-me/ (Accessed on February 19, 2026)

Ten Lessons My TVI Taught Me

Background on this post

Related links

Self-advocacy is the most important skill to have

Related links

Explore accessibility features in mainstream technology

Related links

Learn to access information independently

Related links

Assistive technology is your best friend

Related links

Disability accommodations aren’t always followed, plan for it

Related links

You don’t get an A for showing up

Related links

You are the expert on your visual impairment/low vision

Related links

High school is temporary

Related links

Learn to hide your low vision (not-great lesson)

Related links

Share what you have learned with others

Related links

Other notes on lessons my TVI taught me

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