Assistive technology approaches to aid students with visual impairments are becoming commonplace in schools. These approaches, however, present challenges for assessment because students' level of access to different technologies may vary by school district and state. To better understand what assistive technology tools are used in reading instruction and assessment, we surveyed 197 teachers of students with visual impairments (TVIs) to determine the extent and types of assistive technology used by students with visual impairments. Results from this survey indicate that what might be considered "accommodations" on large-scale assessments are commonplace in special and general education classrooms where students with visual impairments receive instruction. Both high- and low-tech approaches to reading are used by TVIs, most likely for different purposes and at different times. (Contains 1 table.)