Low vision has been defined as impaired vision that cannot be fully corrected by eyewear, medication, or surgery. Depending on the type and severity of the eye condition inducing impaired vision, the resulting perceptual experience can range vastly. Because of the wide range in perceptual experiences, one method for altering the presentation of text may not be a sufficient accommodation for all computer users with low vision. The present study sought to understand the tools that individuals with low vision currently use and how these individuals customize the presentation of content when reading academic text. Four students and two college graduates were interviewed about their visual conditions, assistive technologies, and methods for extended reading. Results indicate that the visual experience determines what assistive technologies are useful and how text is customized so as to be readable. The manner in which content is presented influences whether an individual with low vision will experience eyestrain, fatigue, and headaches, and thus determine how long the task will be worked on. Participants indicated that the variety of different assistive technologies and varying customization methods are all exercised with the same end-goal in mind: to make the content perceivable and readable. The varying needs of individuals should be both understood and supported in the design of assistive technologies. Failure to do so could prevent equal access to individuals with low vision.
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