Over this last autumn, I worked with a visually impaired student who was assisted by the note-taking assistant and a guide dog. Unfortunately, I was not informed about this before the start of the module. As I have never been in a similar situation before, there were many things that I needed to come up with on the spot. After the first class we discussed his learning needs. I also approached some of my more experienced colleagues and collected tips on how to effectively support my student’s learning. Because he relied primarily on aural delivery, I learnt that it is important to stand in a well-lit place when talking, speak clearly and give explicit instructions, explain visuals verbally, etc. We also consulted material in advance via e-mail so that he could access it enlarged on screen at home and comment on anything unclear that should be adjusted in order to become more readable. I actually enjoyed this experience a lot and it has given me a new perspective not only for further work with disabled students but also the ones struggling with language.