From Reactive to Proactive: Leveraging Learning Management Systems for a More Accessible Learning Experience

This is an overview of a study that examines the integration of Learning Management Systems (LMS) to enhance accessibility in higher education, utilizing Universal Design for Learning (UDL) and the Social Model of Disability frameworks. The primary objective was to assess the current state of LMS accessibility and its impact on equity in learning opportunities within U.S. higher education institutions, focusing mainly on accessible content design practices. Preliminary findings have shown significant variability in accessibility practices, influenced by institutional resources, faculty training, and administrative support.