Schools and Colleges can play a vital role in supporting a child with Keratoconus, a progressive eye condition that affects vision. With thoughtful adjustments, students can thrive academically and socially.
Click here to read our What is Keratoconus page.
Challenges for Students with Keratoconus
Students with keratoconus often face challenges that can impact their studies and daily life.
- Other Conditions: Many patients also have atopic conditions like eczema, asthma, hay fever, or chronic allergic conjunctivitis, which can make wearing contact lenses difficult and uncomfortable.
- Environmental Factors: Elements like dust, wind, pollen, smoke, and air conditioning can cause problems, which may reduce the time a student can wear their lenses and consequently, the time they have with clear vision.
- Poor Vision: When vision is not at its best, simple activities like crossing a road or making a hot drink require more concentration. Keeping up with lessons that have visual presentations can be exhausting.
- Eye Strain: By the evening, a time often set aside for private study, eyes may be sore and strained, making it hard to keep up with assignments.
- Emotional Impact: The constant daily struggle and difficulty with visual cues can lead to a loss of confidence, frustration, irritability, and in some cases, depression.
Understanding Visual Ability in School and College
It is important to remember that keratoconus is not a visible condition.
Glasses are not a guarantee of good vision: A student wearing glasses may not be getting “good” vision.
Fluctuating Vision: A student who can cope well in the morning may struggle in the afternoon if they have had to remove their contact lenses due to poor tolerance or other issues.
Partial Sight: A student without their contact lenses may be classified as partially sighted.
Suggested Support Strategies
Classroom Adjustments
Seating & Lighting
Seat students close to the board or screen to reduce visual strain.
Ensure well-lit classrooms without glare – use blinds or adjust brightness as needed.
Provide task lighting (e.g. desk lamps) for close-up work.
Learning Materials & Text
Offer large print materials (Arial, Verdana, or Tahoma) in font size 14–24, depending on need.
Maintain high contrast (black text on white, cream, or pale-yellow matte paper).
Use 1.5+ line spacing, clear headings, and simple layouts.
Avoid italics; use bold for key words or instructions.
Keep text left-aligned, well spaced, and ensure words aren’t split across lines.
Include page numbers in multi-page documents for easier navigation.
Visual Aids & Overlays
Offer blue or yellow overlays or digital screen filters to reduce glare and ghosting.
Use clear, high-contrast visuals with simplified diagrams and bold icons.
Consider colour-coded resources to support comprehension.
Flexible & Multi-Sensory Teaching
Provide verbal explanations alongside visual content.
Use 3D models, tactile diagrams, and hands-on materials (especially in science, maths, and geography).
Incorporate visual timetables and icons to support organisation.
Interactive Whiteboards
Be aware that whiteboards can cause visual challenges (glare, clutter, small text).
Use screen mirroring to send whiteboard content to a student’s tablet or laptop for personalised viewing.
Always read aloud what’s written or displayed.
Choose bold fonts, clear diagrams, and strong contrast.
Share lesson materials in advance in large print or digital format (Google Classroom, OneNote, Teams).
Writing on Whiteboards
Write in large (8 cm), clear letters using dark blue or black markers.
Avoid red, green, or pale colours.
Use mixed or upper/lower case, not all capitals.
Keep writing spaced and uncluttered; use bullet points or numbered lists.
Minimise glare with a matte-finish whiteboard.
Allow students to photograph or receive a printed/digital copy of the board.
Digital Tools & Assistive Technology
Encourage the use of tablets, magnifiers, screen readers, and voice tools.
Ideal monitor features: 24”+ screen, HD resolution, matte finish, height/tilt adjustable.
Built-in tools:
Microsoft Word: Dictate, Read Aloud, Immersive Reader
Google Suite: Voice Typing, ChromeVox
iPad: VoiceOver, Speak Screen
Windows: Voice Typing, Narrator
Specialist software: Texthelp Read&Write, JAWS, Dolphin SuperNova, ZoomText
Scanning pens (e.g. Exam Reader 2) can help read printed text aloud in class or exams.
Auditory Learning
Support with audiobooks (Calibre, Project Gutenberg, Oxford Owl, Audible) and podcasts.
Offer verbal instructions and describe visual content aloud.
Accessible Digital Design
Use descriptive hyperlink text for clarity with screen readers.
This helps students understand link purpose and context without needing to see it visually.
Exam Access Arrangements
Identifying Need
Needs may be identified by:
The student, teachers, parents, or external professionals (optometrists, psychologists).
Assessment & Evidence
Schools must collect objective evidence of the student’s normal way of working.
May include formal assessments or medical documentation.
Application Process
Centre-delegated arrangements (e.g. magnifier, scanning pen, rest breaks) require no online form – only evidence that it’s the student’s normal way of working.
The SENCo signs off the evidence and stores it with the Exams Officer.
For other adjustments, SENCo submits applications to exam boards (e.g. JCQ).
Apply by February for summer exams.
Implementation
Once approved, arrangements apply to:
Mock exams
Classroom assessments
Formal exams
Review & Monitoring
Reviewed regularly to ensure suitability.
Temporary conditions may need short-term adjustments.
Examples of Access Arrangements
Extra time for processing visual information
Reader or scribe support
Modified or enlarged exam papers
Assistive technology (screen magnifiers, digital readers)
Supervised rest breaks
Separate room for optimal lighting and focus
Whole-School Support
Planning & Training
Develop an Individual Healthcare Plan (IHP) with input from parents, professionals, and the student.
Provide staff training on Keratoconus and its classroom impact.
Schedule regular reviews to adapt support as needed.
Emotional & Social Support
Offer pastoral care for wellbeing and confidence.
Avoid putting students on the spot (e.g. reading aloud without checking visibility).
Foster peer awareness to build empathy and inclusion.
Environmental Adjustments
Apply contrasting nosing on stairs for safety.
Maintain consistent, diffused lighting to avoid glare.
Use clear, uncluttered layouts to reduce confusion.
Allow flexible seating for best visibility.
Mobility & Physical Support
Work with specialists on mobility training to ensure safe navigation in crowded areas.
Assess and adjust participation in sports with reasonable adaptations.
Download this information sheet and give it to your teacher or school.
For more guidance, check out:
- RNIB’s guide to screen sharing with interactive whiteboards
- The UK Association of Accessible Formats
- Devon County Council’s advice on screen sharing for VI learners
- Teaching Visually Impaired – Accessible Board Work
Every student’s needs are different, so it is useful to check with the individual with Keratoconus what works best for them and how to support them and meet their needs. It would be useful for the teacher to request an Individual Plan from the centre’s SENCo because personal adjustments are key.