Unique Visual Needs

By: Carmen Willings
teachingvisuallyimpaired.com
​Updated July 13, 2025
Students who are blind or visually impaired have unique visual needs that must be clearly communicated to all team members at eligibility, annually at the start of the school year, and whenever changes occur. While these needs are addressed in the Functional Vision Evaluation (FVE) and the IEP, this 1-2 page summary serves as a quick reference for team members.  Include the student's name, a brief summary of their visual impairment, accommodations, and your contact information.​The following are examples of unique needs the student may have.

​Possible Needs for Students Following the Standard Course of Study

Visual Functioning
  • Vision may fluctuate with lighting, fatigue, illness, or time of day.
  • Eye fatigue may require breaks or extended time (e.g., time and a half, double time).
  • Encourage student to self-advocate for breaks when needed.
Seating Placement
  • Preferential seating: near instruction, demonstrations, or board work (away from windows).
  • Allow flexible movement to improve access to materials.
  • Permit proximity seating during films, assemblies, and peer-led tasks.
  • Provide extra surface space for assistive tech/devices.
  • Provide social considerations (e.g., peer companion for assemblies).
Board Presentation
  • Provide printed or digital copies of board materials for desk viewing.
  • Use high-contrast markers: white on green chalkboard, black on whiteboards.
  • Verbalize and describe all board content.
  • Use real objects or realistic models when possible.
  • Allow close seating or screen sharing for video and digital presentations.
  • Keep boards clear of clutter to maximize contrast.
Demonstration Lessons
  • Allow the student to handle materials before, during, and after the lesson.
  • Avoid standing in front of windows while presenting.
  • Permit movement around the room for better visual access.
Lighting
  • Avoid glare from overhead or outdoor lighting.
  • Provide additional task lighting as needed.
  • Ensure adequate lighting when the classroom is dimmed for digital media.
Safe Travel & Orientation
  • Orient student to all new environments and surface changes.
  • Provide additional orientation to playgrounds and field trip locations.
Material Adaptations
  • Use bold, high-quality copies with minimal visual clutter.
  • Allow student to write directly on tests (avoid Scantrons).
  • Provide large print maps, math worksheets, and guides for reading alignment.
  • Adapt for color vision deficiencies as needed.
  • Encourage and permit use of optical and auditory access tools.
  • Allow unique writing tools (e.g., bold markers, 20/20 pens, mechanical pencils).
  • Assign a preferential locker location and key-operated lock if needed.
General Classroom Considerations
  • Allow extra processing time for visual tasks.
  • Modify assignments (shorten or extend time as needed).
  • On computers: adjust pointer speed, enlarge pointer, magnify screen, and tilt monitor to avoid glare.
Student Responsibilities
  • Wear prescribed glasses during academic tasks.
  • Wear hat/sunglasses outdoors on sunny or bright days.
Field Trip Accommodations
  • Notify venues that a student with visual impairment is attending.
  • Arrange for a sighted guide or support staff in unfamiliar environments.
Patching Program (if applicable)
  • Vision may be significantly reduced during patching.
  • Patching schedule changes every ~3 weeks; families will notify staff.
  • Replace soiled/wet patches as needed using backup supply provided by parents.
Contact Lens Use (If applicable)
  • If a lens is lost or removed, store it in provided solution and notify parents.
  • Avoid contamination—use only contact-safe saline if eye rinsing is required.
  • Contact parents immediately if pink eye or similar illness is present in class.

​Needs for Students Following a Modified Curriculum

Visual Functioning & Environment
  • Vision may vary by time, health, lighting, and type of task.
  • Avoid shadows and glare; prioritize matte over glossy materials.
  • Use sunglasses, visors, or hats outdoors to reduce glare.
Space Considerations
  • Avoid visual clutter by spacing materials clearly.
  • Use simple, consistent arrangements of objects.
Time Considerations
  • Provide extended time for visual tasks and transitions.
  • Track slow-moving targets rather than fast ones for better accuracy.
  • Allow time to adjust to lighting before physical activity or transitions.
Contrast
  • Use contrasting mats or plain backgrounds for table work.
  • Increase contrast using black and white or bold color pairings.
Visual Attention
  • Encourage the student to fixate visually before presenting materials.
  • Present items within the student’s known visual field and slightly move them to attract attention.
  • Familiarity and tactile exploration improve visual recognition.
Positioning
  • Ensure the student is comfortably positioned to support visual alertness.
  • Evaluate whether adjustments in seating height, back support, or posture are needed.

​TVI’s Role: Facilitator of Independence

The Teacher of the Visually Impaired (TVI) supports the student in gradually assuming responsibility for managing their own visual environment. The goal is to foster independence by increasing the student’s awareness of visual strategies, tools, and adaptations that help them succeed both in school and life.

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