Accommodations for visual impairment, written for the IEP

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

Visual impairment accommodations change how a student who is blind or has low vision gets information and shows learning, without changing what they learn. Common ones are braille or large print, digital text, tactile graphics, verbal description, extended time, lighting and seating, and devices. Write each one with what, when, how much and who provides it.

Accommodations for a student with a visual impairment come from the functional vision evaluation and the learning media assessment, written up by the teacher of students with visual impairments (TVI). A list copied from another student will miss the point. One student with low vision needs 24-point print and a slant board; another reads 14-point print but cannot see the board at all.

The IEP must describe the supplementary aids and services and the accommodations the student needs.^[1] Testing accommodations must also be listed for state and district tests.^[2] The 12 examples below show the wording. Each is an illustration to adjust from the student's own evaluation.

How to write an accommodation the classroom can follow

A useful accommodation answers four questions:

Question	Weak	Better
What?	Large print	Printed materials enlarged to 20-point bold sans serif font
When?	As needed	For all class handouts, tests and quizzes
How much?	Extra time	1.5 times the standard time on timed tests
Who provides it?	Not stated	The TVI produces enlarged tests; the classroom teacher sends originals 3 school days ahead

The "who" line is the one most often missing, and it is why materials arrive late. Name the person and the lead time.

Accommodation or modification

An accommodation changes access. A modification changes what the student is expected to learn or how much. Braille is an accommodation: the student reads the same text in a different format. Removing every map question from a geography test is a modification: the student is no longer tested on reading maps.

The test is simple. Does the student still learn and show the same skill? If yes, it is an accommodation. For more, see accommodations vs modifications.

Presentation accommodations

These change how information reaches the student.

#	Accommodation as written in the IEP	Accommodation or modification	Effect on grading and testing
1	All print materials, including tests, provided in contracted UEB braille with Nemeth Code for math. The TVI produces braille; the classroom teacher sends originals 5 school days ahead.	Accommodation	None on grading. Braille tests are allowed on most state tests; check the state manual.
2	Print materials enlarged to 20-point bold sans serif on non-glossy paper for all handouts, tests and quizzes. The TVI or a trained para enlarges; teacher sends originals 3 days ahead.	Accommodation	None. Large print editions exist for many state tests.
3	Digital copies of all class texts and handouts in an accessible format the student can enlarge or read with a screen reader, posted before the lesson. Provided by the classroom teacher.	Accommodation	None on grading. On tests, depends on whether text-to-speech is allowed for that content.
4	Tactile graphics, or a verbal or written description where tactile is not practical, for diagrams, maps and graphs in science and social studies. Produced by the TVI; teacher flags graphics 1 week ahead.	Accommodation	None, if the graphic keeps the same information.
5	Teacher reads aloud everything written on the board or shown on screen, during all instruction, and gives a copy of slides or notes at the start of class.	Accommodation	None.

Weak: "Provide accessible materials."

Better: "All print materials, including tests, provided in contracted UEB braille with Nemeth Code for math. The TVI produces braille; the classroom teacher sends originals 5 school days ahead."

Accessible materials should reach the student at the same time as classmates' materials. The AEM Center at CAST publishes guidance on getting accessible formats on time.^[3]

Response accommodations

These change how the student shows what they know.

#	Accommodation as written in the IEP	Accommodation or modification	Effect on grading and testing
6	Student may complete written work on a braille notetaker or braillewriter. Work is translated to print by the notetaker's software or by the TVI within 2 school days.	Accommodation	None. On tests, responses are transcribed into the answer document by a trained adult if needed.
7	Student may answer on a laptop with screen magnification and keyboard instead of handwriting, for written assignments over 1 paragraph and for tests.	Accommodation	None on grading. Check state rules for typed responses on tests.
8	Student may mark answers in the test booklet or tell a scribe, who records them on the bubble sheet, on all tests with separate answer sheets.	Accommodation	None. Scribe follows state test rules exactly.

Weak: "Alternative ways to respond."

Better: "Student may answer on a laptop with screen magnification and keyboard instead of handwriting, for written assignments over 1 paragraph and for tests."

Setting and timing accommodations

These change where, when and for how long.

#	Accommodation as written in the IEP	Accommodation or modification	Effect on grading and testing
9	Seating within 4 feet of the board, facing away from windows, with glare-free lighting; adjusted by the classroom teacher at each seating change.	Accommodation	None.
10	1.5 times the standard time on timed tests and in-class assignments, because braille and magnified reading are slower.	Accommodation	None on grading. Extended time is a common state test accommodation.
11	O&M orientation to each new classroom, the cafeteria and fire exits before the first day of each semester, provided by the O&M specialist.	Accommodation	None.
12	Map-reading and color-coded items removed from social studies tests, with no replacement items.	Modification	Changes what is tested. A tactile map version would be the accommodation.

Weak: "Preferential seating."

Better: "Seating within 4 feet of the board, facing away from windows, with glare-free lighting; adjusted by the classroom teacher at each seating change."

Item 12 is here to show a common slip. Teams sometimes remove visual items to save time. That changes the standard being measured. Ask the TVI for a tactile or described version first. For more on extended time wording, see the extended time accommodation guide.

Testing accommodations

State tests have their own lists of allowed accommodations, and they differ by state and by test. The IEP should list each testing accommodation separately from classroom accommodations, and the student should have used each one in class first.^[2] Common ones for visual impairment include braille or large print editions, tactile graphics, extended time, a scribe, magnification devices, and an abacus for students who are blind. The testing accommodations guide covers how to write them.

Goals that go with accommodations

An accommodation gives access. A goal teaches a skill the student does not have yet. If the student needs an adult to set up the video magnifier every day, the magnifier is an accommodation and setting it up is a goal. See low vision device goals and IEP goals for students with visual impairments. Templates for both are on the visual impairment goals page. Paste any draft goal into the goal checker.

Making sure accommodations happen

The usual failure is not a bad accommodation but a missed one: the braille test that did not arrive, the substitute who did not know. Three habits help:

A one-page summary for every teacher, listing each accommodation and who provides it. The IEP at a glance template works well.
Lead times on the calendar. If braille needs 5 days, the teacher's planning has to account for that.
A tracking sheet for a few weeks each semester, such as the accommodation tracking sheet.

For deaf and hard of hearing students, see deaf and hard of hearing accommodations. The low-incidence disabilities guide explains how the TVI and O&M specialist fit into the plan.

Frequently asked questions

What are common accommodations for a student with a visual impairment?

Braille or large print, digital text, tactile graphics or verbal description, reading aloud what is on the board, extended time, seating and lighting changes, devices such as magnifiers, and orientation to new spaces. The right set comes from the student's own evaluation.

Is braille an accommodation or a modification?

Braille is an accommodation. The student reads the same content in a different format, so the learning expectation does not change.

Who provides braille and large print materials?

The TVI usually produces or orders them. The classroom teacher must send originals early enough for the TVI to prepare them, and the IEP should say how many days ahead.

Can a student with low vision have both large print and a magnifier?

Yes. Many students use large print for some tasks and devices for others, such as a magnifier for maps or a monocular for the board. The IEP should say which tool is used for which task.

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Sources

34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
34 CFR §300.160: Participation in assessments, Legal Information Institute, Cornell Law School
The National Center on Accessible Educational Materials for Learning, CAST

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.