When I was taking a class as a visiting student at another university, a software update temporarily left me unable to access the course website using screen magnification or the other display customizations that I rely on to access information. Until this situation got resolved, I worked with my instructor to implement shared folders so I could have uninterrupted access to class materials (which were in the same accessible formats as before) without having to use the course website to upload or download information. Later on, I helped another student implement shared folders for online classes as an alternative to using their inaccessible course website, so that they could independently access information in a format that worked for them.
In an ideal world, the course websites would have been accessible from the start so that students with visual impairments would not have to come up with separate workflows for accessing information, but this strategy helped to turn an access barrier into a bridge to ensure continuous access to course materials. Here are my tips for implementing shared folders for online classes as an alternative to class websites, or keeping online class materials organized.
Background: Shared folder versus class website
In this context, a shared folder provides all of the same information as the course website would for a typical online or hybrid class. This could include (but is not limited to):
- Assignments
- Quizzes
- Non-proctored tests
- Copies of notes
- Presentations or slide decks (e.g. PowerPoint, Google Slides)
- Links to videos (with transcripts, if available)
- List of readings
- Weekly agenda or list of assignments
- Grades
Unless the student has other approved accommodations or modifications related to course materials, these materials are the same files as what is hosted on the course website; the primary difference is that the student does not have to rely on the course website to access this information and can instead use the folder system. This can be useful for students who have the following access needs:
- Screen reader or braille display user that has significant challenges navigating the course website or figuring out how information is organized
- Student impacted by visual clutter or complex interfaces (this could be especially significant for CVI)
- Someone with temporary or acquired visual impairment that is not familiar with how to use assistive technology
- Limited or no computer access; student uses tablet or other device and cannot access full functionality of course website on their device or student has low-bandwidth internet.
It is worth noting that in the majority of cases, students with visual impairments absolutely can navigate course websites and online classes without needing additional accommodations or the use of a shared folder. This post is written with the assumption that accessing the course website is not a viable option for one reason or another, and offers an alternative so that students can access course materials independently and not get behind in their classes.
Related links
- Tips For Taking Online Classes As An On-Campus Student
- How I Manage Dysgraphia In Online Classes
- Purposes of Media Descriptions for Visual Impairment
- Tips For Staying Organized In Summer Classes
- A to Z of Assistive Technology for Reading Digital Text
Hosting shared folders for online classes
Depending on the institution and/or student preferences, shared folders for online classes can be hosted on a cloud storage platform and shared with a single student and the instructor/support team that provides materials for the student. Many desktop and mobile applications for creating or editing files offer options to connect to popular cloud storage platforms such as iCloud, Google Drive, OneDrive, and Dropbox, which can make it easier for students to upload and download finished assignments.
Cloud storage applications can also be connected to the Files app on an iPad or File Explorer on a computer so students can access documents directly from their own devices. While Google Workspace and Microsoft SharePoint can also be used to create a shared folder, they may be more challenging for students with visual impairments to access on their personal devices.
Related links
Identifying student/faculty/staff responsibilities
When setting up shared folders for online classes or collaboration, it is crucial that students, instructors, and other staff members are aware of their responsibilities and how they are expected to use these folders. This also includes having a mutual understanding of what types of files will be added to the folders, such as specific file types used for readings and turning in assignments, font sizes or display customizations used by the student, and who is responsible for remediating assignments and making them accessible.
Here is an example of how responsibilities related to implementing shared folders for online classes could be divided:
- Student is responsible for accessing, completing, and uploading assignments by assigned deadlines, exporting files in formats that can be read by the instructor. Student will use technology skills or try solving access issues on their own before asking the instructor for assistance. If an entire file(s) is not accessible, the student will notify their instructor or other identified staff member immediately.
- Instructor is responsible for creating folder, adding materials to the folders at the same time as other students receive them, and accessing completed assignments for grading. The instructor will provide feedback in a format that can be accessed by the student independently, such as through the use of document comments. Instructor is also responsible for creating or remediating accessible materials for their student, or maintaining an ongoing line of communication with the person(s) or organization(s) in charge of creating them.
- Assistive technology specialist or access specialist is responsible for remediating course materials and completing requests for accessible content submitted by the instructor and/or student. They can also provide training to the instructor on how to create or remediate accessible materials, and identify file formats that can be used for sharing accessible materials such as Word, HTML, EPUB, etc.
- Disability Services specialist is responsible for approving shared folders accommodation for accessing online classes.
Should students be responsible for making their classwork accessible?
Students should never be held completely responsible for remediating their own assignments, since their peers are provided with assignments that they can see by default and without having to ask for them. Students need to focus on learning, not on trying to access content and learn at the same time, especially since they often aren’t given extra time in the classroom to make content accessible. While students should be aware of how to adjust accessibility settings and advocate for their accessibility needs, support team members should refrain from requiring students to make their assignments accessible unless the students are provided with extended time or resources to do so.
Related links
- Common Classroom Accommodations For Low Vision
- Learning to Self-Advocate With Low Vision
- What To Know About College Assistive Technology Specialists
- What I Wish I Learned About Assistive Technology Before Starting College
Organizing shared folders for class with sub-folders
Just like how online classes have folders and sections for organizing information, sub-folders can be used to organize different types of content and monitor student progress. These can be divided by module where each module contains the following sub-folders, or there can be a separate folder for previous modules. I recommend alphabetizing folder names so students can move from one folder to the next in a logical order.
Examples of sub-folders that can be used for online classes include:
- Agenda for items assigned to the student to complete for a grade. These should be available at the same time that other students receive copies unless otherwise indicated by disability accommodations.
- Board for copies of educational materials shared on the board, such as slides or notes from the projector. Videos, required readings, and other content may also be shared here. Folders for modules/units may also be created to store content.
- In-Progress for saving assignments or materials that are edited across multiple work sessions. These can be used to confirm that a student has accessed files from the Agenda folder; students can move items from Agenda to In-Progress once they start working.
- Submit for saving completed files and submitting them for a grade or feedback, in lieu of turning in a paper copy. Students should be aware of when their instructor is expected to check this folder; some instructors may find it helpful to add a symbol or additional password-protected folder that can be used to indicate that they have received an assignment.
- Work Grades for returning completed files from Submit with feedback or with grade information.
Only one student should have access to content in their folder. If a teacher has multiple students that require accessible materials, they should make copies of files and place them into each student’s folder to minimize the risk of errors, edits, or students viewing each other’s work.
Related links
- The Best Study Tips For Visually Impaired Students
- The Best Study Tips For Auditory Learners
- Navigating Project Task List Spreadsheets With Low Vision
Completing and submitting assignments
When it comes to completing assignments, many students with visual impairments prefer to use responsive layout files such as Word/Docs documents or other text files that support options for large print, using screen readers, or keyboard access. Alternatively, some students may use tools for annotating or writing on top of content. Students should review the course syllabus to determine how they are expected to submit assignments for their classes, and meet with the instructor if any alterations need to be made.
For students that use speciality apps with proprietary file formats, it is important to learn how to export files in a format that can be read by the instructor, such as exporting Notability files as a PDF or copying math equations as LaTeX or MathML files. When it comes to submitting scratch work for math, another option is to take a photo of scratch paper or a dry-erase board and upload that as a separate file.
File names and keeping assignments organized
To reduce the risk of errors or submitting incorrect assignments, each instructor will need to have a consistent file naming convention for content they are distributing to include the name of the class, the date assigned or the session name (e.g. M7 for Module 7), and assignment description. For example:
- A Statistics 811 instructor may use the file name structure “Stats_811_M7_Quiz7” when providing the student with a copy of Quiz 7. Teachers should refrain from including student names when distributing digital files for assignments when possible to protect student privacy.
- When the student opens the file, they should immediately save a new copy in the Submit or In-Progress folder with their name added to the end of the file (“Stats_811_M7_Quiz7_VLewis”) to ensure that any changes they make to the file are saved. Anything in the Submit folder will be assumed to be ready for grading either by the assignment due date or by the end of the module.
- Once graded, files can be moved to the Work Grades folder so the student can review them
Using a standardized file naming system ensures that students can locate items when sorting by most recent or A-Z alphabetical order to find the most recent items. For students easily overwhelmed by visual clutter, additional sub-folders may be used to organize/hide content from previous units or modules.
Related links
- File Formats For Low Vision and Print Disabilities
- Using Anthology Ally With Low Vision
- Five Apps I Use In Statistics Classes As A Low Vision Student
- Notability and Low Vision
What about discussion boards?
Discussion boards are a cornerstone of many online and hybrid classes, and it is more challenging to incorporate them in a shared folder system for online classes. In many cases, students with visual impairments can access discussion boards with assistive technology and fully participate in discussions. However, if the student is currently using shared folders for online classes because they cannot access the course website, here are some potential modifications and workarounds that can be used:
- Have the student write a discussion board entry in a word processing app. The discussion board can be posted on the main course website by the student themselves or by an assistant (with permission from instructor)
- Copy and paste other student responses from the discussion board into a Word document, with nested headings to separate posts from each student and their responses. The student can then add a response to others in this document. This works best for classes where students post responses one week and respond to posts in a separate week.
- Set up an email digest for discussion board posts, which can be done in Canvas. This will send copies of discussion board responses to student emails. The student can reply to posts by replying to the email, but they will need to be aware that whatever they write in their email will be automatically posted to the course website.
When I had to take a class with modified deadlines due to surgery during the semester, my instructor exempted me from replying to discussion board posts from other students and instead had me answer two discussion prompts per module instead, or responded to my post with another question that I would answer in a separate discussion post.
Related links
Requesting shared folder accommodation
Requesting shared folders for online classes will require students to practice self-determination skills and advocate for their accessibility needs, which can be intimidating. Depending on what type of school the student is at, students (or their advocates) can request shared folders for online classes in a meeting with one or more of the following stakeholders:
- Instructor
- Case manager or Disability Services specialist
- Teacher of Students with Visual Impairments or Teacher of the Visually Impaired (TSVI, TBVI, TVI)
- Advisor
- Technology coordinator or assistive technology specialist
When requesting shared folders, it is important to be specific about why the traditional or default course website will not work for the student or for their access needs. For example, if a course website is challenging to navigate with a screen reader, the student has tremendous difficulties with navigating the website, or if the student is consistently missing assignments or specific types of content on the course website, this would all be helpful to mention.
It is important to acknowledge that implementing shared folders for online classes will require extra time from the instructor or other stakeholders. In my situation, I found it helpful to emphasize that I was asking for the same materials in the online class to be placed in a different location, and assumed responsibility for communicating with the instructor and ensuring everything would be submitted on time. I was still expected to attend lectures and complete assignments before they were due, but this process streamlined my access to accessible materials.
Related links
- Learning to Self-Advocate With Low Vision
- Learning To Explain Usable Vision
- How To Come Up With Sample Accommodations
- Extended Time Accommodations For Low Vision
Transitioning away from shared folder accommodation
As students improve their technology skills, course websites become more accessible, or students learn to use tools like screen readers and braille displays more effectively to navigate websites, they may be able to transition away from the shared folder accommodation and access information on the course website again. Even when they are using the shared folder accommodation, students should take opportunities to learn how to access course websites and remediate files on their own, as they may not always have access to shared folders and other accessible materials in the “real world.” That said, these skills take time, and it is unrealistic to expect a student to transition away from using shared folders before major exams or other course milestones.
Related links
- How I Use Canvas With Low Vision
- How I Use Blackboard With Low Vision
- How I Use Moodle With Low Vision
More tips on implementing shared folders for online classes
- Shared folders can be used to support students in in-person or general classroom settings, as well as those who have to attend class remotely or participate in distance learning. Learn more about attending classes remotely in Options For Attending College Classes Remotely
- Many students with visual impairments have alternative accommodations for proctored quizzes and tests. Learn more in How I Receive Accessible Quizzes and Tests in the Classroom
- Looking for accessible textbooks for students with low vision? Read Ten Questions To Ask When Buying Digital Textbooks
Published November 6, 2025. Updated December 2025