DD8's vision was clearly impacting her second grade work, since it kept her from reading normal-size text, made it hard to copy from the board, and gave her trouble keeping digits lined up in math, among other things. We are blessed with an IEP team that understood even better than we did and suggested accommodations, plus the teacher really tried to help. For instance:
Magnifier available for text (she hates it so didn't make use of it)
Standardized testing done with a specialist, either photocopy enlarged, with a huge font on a computer screen, or read aloud to her, depending on the test
Math work done on grid paper
For now, ignore reversed letters and digits; if math answers are wrong, consider whether switching digits was the error. If so, ok to mark wrong, but don't count it against mastery of the topic.
Reference lists of spelling words, etc provided as a paper handout rather than only posted on the wall
Put a slip of tracing paper over spelling lists. Half of her repetitions of writing the word can be traced instead of copied. This is helping her handwriting dramatically. The teacher introduced this when she saw DD take her paper to the window to use it as a light box for tracing the words.
DD came up with something the class adopted: laminate a 100 chart for each kid so it can be drawn on with a dry-erase marker to do math tasks that involve tracking along rows or columns.
To help with acceptance, the magnifiers, grid paper, and I think even tracing paper were offered to any kid who wanted them (but required for DD). They were popular for less than a week, then the extras went back to the assistive technology closet.
