Enhancing Accessibility in Learning Management Systems for Students with Disabilities

Abstract

This study examines the accessibility and effectiveness of Learning Management Systems (LMS) for students with disabilities, identifying key challenges and areas for improvement. A survey of students revealed that while 60% of respondents found current LMS accessibility features helpful, 30% considered them inadequate, and 10% found the systems largely inaccessible. Key accessibility barriers include navigation difficulties for visually impaired students and the absence of automatic subtitles for deaf students. Despite these challenges, the study confirms that an inclusive LMS significantly enhances learning effectiveness. Survey data indicate that approximately 75% of respondents reported improved comprehension of learning materials, particularly among deaf students who benefited from text-based resources. Furthermore, students using an accessible LMS experienced an average GPA increase of 0.5 points, and 65% reported improved independent study management. However, significant barriers persist, including a lack of tailored training (48%), limited screen reader compatibility (35%), and insufficient collaboration between instructors and students (17%). To enhance accessibility, students highlighted multi-format learning materials, automatic assessments, and task reminders as the most valuable LMS features. Recommendations from students include implementing voice-based navigation (80%), interactive learning tools, and improved instructor training on inclusive teaching practices. These findings underscore the critical role of accessible LMS platforms in fostering equitable learning opportunities. Higher education institutions must prioritize accessibility enhancements, faculty training, and student-centered design to ensure an inclusive and effective digital learning environment.