Guide
Implementing shared folders for accessible materials
Tips for setting up shared folders for accessible materials, based on my experiences in high school.
In order to streamline the digital workflow process, my second high school suggested implementing shared folders for accessible materials so I could get copies of digital assignments more easily. This worked well from the teacher perspective, since they could easily add documents to a folder on their computer, and from the student perspective, since I didn’t have to rely on someone to make large print paper copies. Over the years, I have refined my process for creating shared folders to improve the organization and efficiency for all members of the support team, while promoting technology skill development and self-advocacy opportunities for the student themselves. Here are my tips for implementing shared folders for accessible materials, targeted at students with visual impairments (inclusive of low vision/blind).
Define accessible materials
Before making a plan for distributing materials, it is important that the student and their support team understand what accessible materials look like for this student, and how they will be used in the classroom. This can include:
- Specific types of file formats.
- Applications that will be used to access content.
- Font characteristics such as font styles/sizes and line spacing.
- Device(s) that will be used by the student.
Some students may also have preferred file formats for specific tasks. For example, I disliked having text-based readings scanned as a PDF because it was more challenging to enlarge the font size and I couldn’t adjust text spacing at all, so I would have to zoom in on the page. Using a docx or EPUB file format for readings eliminated this issue because I could customize the appearance of digital text more easily with this format. This isn’t to say that I would refuse to read from a PDF or that it was impossible, but it would take me a lot longer because of how information is displayed in this format, and I might miss out on details if the scanned document is lower quality or has shadows/washed out colors.
Another important consideration is what file format will be used to turn in assignments, as the teacher will need to open it for grading. For example, my teachers would request that I submit Notability assignments as a PDF so they could open it on their computer.
Related links
- File Formats For Low Vision and Print Disabilities
- Why I Prefer My Schoolwork Digitally: Updated Edition
- Ten Spooky Inaccessible Assignments and How To Fix Them
- Quick Ways To Improve Accessibility For Virtual Learning Materials
- Notability and Low Vision
Identify who will be remediating digital content
Support team members will also need to identify how inaccessible materials will be remediated or made accessible, and identify the individual(s) or organization(s) that will be responsible for this task. This may include identifying paraprofessional(s) who can transcribe digital content, teachers adding headings or formatting to their own files and/or receiving materials from a NIMAC organization; here in Virginia, AIM-VA provides accessible educational materials for students with visual impairments and other print disabilities.
Should students create their own accessible materials?
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
- Receiving Accessible Educational Materials With NIMAC and AIM-VA
- How I Find Research Sources In Accessible Formats
- Learning to Self-Advocate
- Low Vision Accommodations For Print Materials
- How To Come Up With Sample Accommodations
- Adapting Page Layouts: Math Problems and Low Vision
Organize with sub-folders
Each teacher should have their own folder shared with the student for distributing materials for their class such as readings or assignments. Within the shared folder, sub-folders may be created to further organize and identify types of content, establishing a central location for appropriate materials that ensure content is submitted on time. Examples of sub-folders may 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 the IEP says so otherwise.
- Board for copies of educational materials shared on the board, such as slideshows 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.
- Submit for saving completed to-do files and submitting them for a grade or feedback, in lieu of turning in a paper copy.
- Work Grades for returning completed files from Submit with feedback or with grade information.
Example folder names have been alphabetized so that students can logically move from one folder to the next.
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. Alternatively, teachers may host Agenda or Board files on a course website and require students to download their own copies and place them in a personal folder.
File naming conventions
To reduce the risk of errors or submitting incorrect assignments, each teacher 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 teacher in class period 3A may use the file name structure “Stats_3A_M7_Quiz7” when providing the student with a copy of Quiz 7. 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_3A_M7_Quiz7_VLewis”) to ensure that any changes they make to the file are saved. Teachers should refrain from including student names when distributing digital files for assignments when possible to protect student privacy. Once graded, files can be moved to the Work Grades folder.
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. Members of the support team (teacher, specialists, case manager, student, etc.) should be aware of what the file naming conventions are for each class.
Related links
- How I Organize Digital Files For My Classes
- How To Create Custom Keyboard Shortcuts in Windows
- Why I Prefer My Schoolwork Digitally: Updated Edition
- Free Digital Bookmarking Tools For Low Vision
Completing assignments
Digital files stored in the cloud can be viewed or edited in multiple types of applications, depending on student needs. This can include:
- Typing or annotating responses for docx files in Google Docs or Microsoft Word.
- Annotating or writing on top of a PDF with Notability or Markup.
- Reading text content with a simplified reading display or other reading tools/applications.
- Using alternative input devices such as dictation, stylus, modified keyboard/mouse or similar devices for authoring.
- Creating their own files based on instructions provided in the Agenda folder and uploading them to Submit when appropriate.
Students are responsible for uploading their completed assignments to the appropriate folder. To ensure that they are notified of new assignments, students can subscribe to notifications for new items added to sub-folders or shared folders, as well as file activity.
Related links
- Designing Accessible Documents With Microsoft Word
- Using The iPad Markup Tool With Low Vision
- A to Z of Assistive Technology for Reading Digital Text
- Computer Mice and Mouse Alternatives For Low Vision
- Mainstream Technology and Low Vision: Keyboards
Support team roles
- Teachers should be aware of how to create or remediate accessible materials for their student, or maintain an ongoing line of communication with the person(s) or organization(s) in charge of creating them.
- Students should develop and use self-advocacy skills to describe how they receive accessible materials, and strategies they can try to use if something is not accessible (such as enlarging the font size). Students should also engage in developing technology skills needed for effective document access.
- Case managers should have access to student folders to monitor progress or view work samples as appropriate, and ensure that files are being provided in a format consistent with what is listed in their IEP.
- Specialists such as the Teacher of the Visually Impaired and Assistive Technology specialist should maintain a line of communication with the teacher(s) and student(s), providing assistance with creating or accessing materials when appropriate or placing AEM requests with NIMAC or other partners for accessible materials. Alternatively, the specialists may also have access to shared folders for sharing remediated materials with the student.
- Parents should encourage the development of technology and document access skills, and monitor how assignments are provided or share updates on student access needs (if the student is unable to advocate on their own). Parents can also provide valuable information about how student is managing eye strain or if there are other challenges with using the digital workflow.
Related links
- Ten Lessons My TVI Taught Me
- Five Things Your IEP Case Manager Won’t Tell You
- Ten Tech Skills Every College Student Needs For Virtual Classes
- Learning to Self-Advocate
More tips for implementing shared folders for accessible materials
- My high school used Dropbox, but I’ve had other teachers create shared folders with Google Drive and Microsoft OneDrive, which I could connect to applications like Google Docs, Word and Notability for accessing files.
- For assessments like quizzes or tests, my teachers used a few different strategies for sharing content. Learn more in How I Receive Accessible Quizzes and Tests in the Classroom
- Wondering how I read books and other types of content? I share more in How I Use My eReader For School and Online Classes, How I Read Research Sources With Assistive Technology and How I Find Research Sources In Accessible Formats
By Veronica Lewis/Veronica With Four Eyes, www.veroniiiica.com
Post published August 2024.
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