Students come to the classroom with a range of abilities, experiences, and backgrounds. Some students will have special needs and disabilities, while others will have additional learning needs and/or elements of educational disadvantage which are not formally recognized.In the teaching-learning process, partially sighted learners or learners with low vision suffer from an issue with sight or vision but when they are facilitated with the right training and tools, they develop a good literacy ability.Instructional adaptations that a teacher should make to address the needs of children with low vision include:Use of large-print books.Use of a lot of touches and feel materials.Use of three-dimensional maps and charts.Use of software that converts text to speech.Give verbal clues to create opportunities to imagine.Introduce tactile materials such as felt books and felt boards.Speak clearly, explicitly, and loudly with appropriate pauses and reiterations.Provide learning with the help of auditory systems such as an audio CD of the textbook, radio, etc.Use a braille system to make them read-write as its raised dots will help the child to study the words through the pattern.Hence, it could be concluded that in the above-mentioned situation, the teacher should provide him with audio-recorded lessons from the textbook.