Keratoconus is a progressive eye condition that can make everyday classroom tasks more challenging. With the right adjustments, students can continue to learn confidently and participate fully in school life. This guide outlines practical strategies that schools, colleges and teachers can use to create an inclusive learning environment for children and young people with Keratoconus.

Seating and Lighting

Good visibility is essential for students with Keratoconus.
• Seat the student near the board or main teaching screen to reduce strain.
• Ensure the classroom is well lit without glare. Adjust blinds or light brightness whenever necessary.
• Offer task lighting such as a desk lamp for close-up work.

Accessible Print Materials

Printed and digital materials can be adapted to improve clarity.
• Provide large print worksheets and textbooks. Sans serif fonts such as Arial, Verdana or Tahoma in size 14 or higher work well. Some students may need size 18 or 24.
• Customise materials because some students prefer standard print combined with magnification.
• Use strong contrast such as black text on white, cream or pale yellow with a matt finish.
• Increase line spacing to at least 1.5 and add space between words and paragraphs.
• Left-aligned text, clear headings and bullet points help with navigation.
• Avoid italics and avoid splitting single words across lines.
• For longer documents, include page numbers.
• Use bold text to highlight important information.

Visual Aids and Overlays

• Some students find blue or yellow overlays helpful for reducing ghosting and light scatter. These may be provided physically or as digital filters.
• Use high contrast diagrams on simple backgrounds. Colour-coded resources can support comprehension.
• Visual timetables with clear icons help with organisation.

Flexible Teaching Approaches

• Offer verbal explanations alongside visual content and use multi sensory techniques.
• Include hands-on models, textured diagrams or 3D resources in subjects such as science, maths and geography.

Interactive Whiteboards

Interactive whiteboards can be difficult for students with Keratoconus because text may appear small or visually complex.
• Consider screen mirroring so the student can view content on a personal device and adjust zoom or contrast.
• Read aloud anything written on the board and repeat key terms clearly.
• Use bold fonts, uncluttered slides and strong contrast.
• Share materials in advance in large print or digital format using tools such as Google Classroom, OneNote or Microsoft Teams.

Writing on Whiteboards

Teachers can make small adjustments that have a big impact.
• Write in large, bold letters around 8 cm in height.
• Use mixed or upper and lower case text instead of all capitals.
• Choose black or dark blue markers and avoid pale colours.
• Keep the board organised and avoid glare by using a matte surface where possible.
• Read aloud what you write and describe diagrams or graphs.
• Allow students to photograph the board or provide copies of the content.

Digital Tools and Assistive Technology

Many students benefit from using digital devices and software.
• Allow tablets, handheld magnifiers, screen readers and voice activated tools.
• A monitor of at least 24 inches with adjustable height, full HD resolution and a matte finish helps reduce eye strain.
• Useful built in features include Dictate and Read Aloud in Microsoft Word, Immersive Reader, Voice Typing in GSuite, ChromeVox, VoiceOver and Speak Screen on iPads, Narrator, Texthelp Read and Write, Jaws, Dolphin Supernova and ZoomText.
• Scanning pens can support reading in class and in exams.

Audio Based Learning

• Audio books and recorded materials help reduce visual fatigue and support comprehension.
• Verbal instructions, descriptions of visual materials and recorded lessons can help students follow content more easily.

Accessible Hyperlinks

• Use descriptive hyperlink text rather than generic labels because it helps screen readers and supports navigation.

Exam Access Arrangements

Access arrangements ensure that students with Keratoconus can demonstrate their true ability in assessments.

Identifying the Need

A student may be identified for support by:
• The student themselves
• Teachers who observe difficulties
• Parents or carers
• External professionals such as optometrists or educational psychologists

Gathering Evidence

• Schools must show evidence of the student’s usual way of working.
• Cognitive or learning assessments may be carried out by specialists.
• Medical documentation may be required for sensory or physical needs.

Application Process

• Some arrangements are centre delegated, such as supervised rest breaks, magnifiers or scanning pens. These require no online form, only evidence that the support reflects normal classroom practice.
• The SENCo signs off the file note and the Exams Officer stores the evidence.
• For other arrangements, the SENCo submits an application to the exam board. This is usually completed before February for summer exams.

Using Approved Arrangements

Once approved, arrangements apply to:
• Mock exams
• Classroom tasks
• Formal assessments

Ongoing Review

• Arrangements are reviewed regularly to ensure they remain appropriate.
• Short term injuries may require temporary adjustments.

Examples of Access Arrangements

• Extra time for reading and processing visual information
• A reader or scribe
• Modified or enlarged exam papers
• Allowing assistive technology such as screen magnifiers
• Supervised rest breaks
• A separate room with suitable lighting and minimal distractions

Whole School Support

Students with Keratoconus benefit from a coordinated approach throughout the school.

• Create an Individual Healthcare Plan involving the student, family and healthcare professionals.
• Provide staff training on Keratoconus.
• Monitor progress and review adjustments regularly.
• Offer pastoral and emotional support to address self esteem or anxiety.
• Avoid putting students on the spot, for example by asking them to read aloud without checking they can see the text clearly.
• Use contrasting nosing on steps and stairs to improve safety.
• Keep layouts clear and uncluttered.
• Maintain consistent, gentle lighting to avoid glare.
• Allow flexible seating so students can sit where visibility is best.
• Promote peer understanding and inclusion.
• Where needed, arrange mobility training to help students navigate the school environment safely.
• Review access to sports and make reasonable adjustments so students can participate.

Further Guidance

• The Curriculum Framework for Children and Young People with Visual Impairment
• RNIB guidance on screen sharing and interactive whiteboards
• The UK Association of Accessible Formats
• Devon County Council advice on screen sharing for VI learners
• Teaching Visually Impaired resources on accessible board work

Final Thoughts

Every student with Keratoconus is unique. Regular communication is key. Teachers and support staff should work with the student and the SENCo to understand what works best and to create a personalised plan that helps them thrive.