Low Vision Specialist's Role

​A Low Vision Specialist is the only professional who prescribes optical devices, such as:
  • Handheld and stand magnifiers
  • Monocular telescopes
  • Spectacle-mounted magnifiers
  • Microscopes or binocular systems
  • Tinted filters or prescribed lenses
This specialist determines the type, power, and purpose of each device based on the student’s diagnosis, acuity, contrast sensitivity, and functional needs.

Teacher of Students with Visual Impairment's Role

The TVI plays a critical instructional and support role by:
  • Assessing functional vision in natural school environments
  • Teaching the student to use, maintain, and care for prescribed optical devices
  • Determining appropriate non-optical tools (e.g., slant boards, lighting, bold-line tools) to complement optical devices
  • Embedding device use into real academic tasks such as reading worksheets, viewing the whiteboard, participating in labs, or navigating the community
  • Coaching staff and families on how and when tools should be used
Together, the Low Vision Specialist and TVI work as a team to ensure optical devices are appropriately prescribed and effectively used.

​Benefits of Optical Devices

​Optical devices offer significant advantages for students who benefit from magnification. They allow students to:
  • Access standard print, such as books, worksheets, maps, menus, cookbook instructions, and game boards
  • Read environmental print, including price tags, signs, and labels in community settings.
  • Participate more independently in academic, recreational, and daily living activities.
  • Prepare for adulthood, where most print is not automatically available in large print or digital formats.
  • Reduce reliance on others, fostering greater self-advocacy and autonomy
  • Gain more flexible, less restrictive access to learning and community environments.
Optical devices are powerful tools that broaden the student’s world while respecting their preferred learning medium.

​Instructional Strategies for TVIs

Instruction must be individualized, reflecting the student’s age, learning style, attention, motor skills, cognitive abilities, and the type of device prescribed. Some students require only brief coaching, while others benefit from structured lessons with repeated practice across settings.
1. Device Preparation
  • Encourage students to locate, retrieve, and clean their devices independently.
  • Teach them how to check for smudges, scratches, or dust that may affect clarity.
  • Reinforce organizational routines for keeping the device accessible.
2. Skill Development. Students should be explicitly taught how to:
  • Use their dominant eye for the clearest image
  • Hold or position the device steadily, using both hands if appropriate
  • Stabilize the reading material (e.g., using a clipboard, slant board, or table surface)
  • Maintain the correct focal distance unique to each device
  • Adjust distance or angle to achieve sharp focus
  • Scan systematically (left-to-right, top-to-bottom) rather than “hunting” for information
  • Use the device for authentic tasks—price tags, classroom worksheets, restaurant menus, etc.
3. Post-Use Routine
  • Teach students to store the device safely in a designated location (e.g., protective case or pouch).
  • Reinforce responsibility for keeping devices clean, secure, and ready for the next use.

​Building a Toolbox of Access Tools

As Holbrook & Koenig emphasize in Foundations of Education, effective instruction involves “filling a student’s toolbox with a variety of tools.” Introducing both optical (magnifiers, monoculars) and non-optical tools (bold-line paper, task lighting, slant boards, reading guides) empowers students to:
  • Choose the right tool for the task
  • Adapt to varied environments (classroom, cafeteria, stores, home)
  • Develop flexibility and independence as print readers
  • Strengthen problem-solving skills and self-advocacy
  • Understand their own visual needs and communicate them effectively
A well-rounded toolbox ensures the student can meet visual demands across all areas of the Expanded Core Curriculum (ECC) and prepare for lifelong success.
By providing a variety of tools to gain access to print materials, the teacher is applying the principle of filling a student's toolbox with a variety of tools."  Holbrook & Koenig, Foundations of Education 2nd Ed., Vol. II p. 181

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