Between 70 and 80 percent of all legally blind persons in the United States have measurable vision. The partially sighted student meets the challenge of disability in much the same way as a blind student. This includes the use of readers, audio taped texts, raised line drawings, etc. In addition, the partially sighted student may be able to use large print books, a Closed-Circuit TV (CCTV), or other magnifying device. The student may also use a large print typewriter for papers. Some partially sighted students will be able to take notes in class by printing very large with a felt tip pen or marker. Others will tape record lectures for later use.

There are two basic difficulties that the partially sighted student is confronted with that the blind student is not. First, the partially sighted student is sometimes viewed by instructors and classmates as, "faking it." Because most partially sighted students do not use white canes for travel and are able to get around much like everyone else, people have difficulty believing that the partially sighted student needs to use adaptive methods when utilizing printed materials.

Another difficulty that the partially sighted student experiences is subtle and can be troublesome. This is the psychological response that large print evokes in the sighted reader. Such handwritten communications tend to give the reader the idea that "a child has written this." Needless to say, this may lead to the conclusion that a student with this kind of handwriting is immature or childish and that the written communication is less than sophisticated. Even when the student uses a large print typewriter, this can still be a problem.

In addition, the assumption is sometimes made that the student is merely trying to make an assignment appear longer as in the case of a term paper of a required length. When the number of words instead of pages required is stated, this is not a problem.

These potential difficulties can be alleviated if the student and professor discuss the student's needs early in the term. Sitting in the front of the room, having large print on the chalk board, or the use of enlarged print on an overhead projector may assist a partially sighted student. However, since the student's capacity to read printed materials depends on conditions such as the degree of contrast, brightness, and color, it is preferable that the student and instructor discuss what methods, techniques, or devices may be used to maximum advantage.