Digital Learning Platforms for Students with Disabilities: Accessibility and Effectiveness Analysis.

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Bibliographic Details
Title:	Digital Learning Platforms for Students with Disabilities: Accessibility and Effectiveness Analysis.
Authors:	Ayarekar, Sachin¹ sachin.ayarekar@bharatividyapeeth.edu, Lawand, Sunil² lawands_kvv@outlook.com, Wawage, Pawan³ pawan.wawage@vit.edu, Dhiman, Kuldeep⁴ kuldeep.dhiman@niu.edu.in, Rano, Kurbaniyozova⁵ rano@urdu.uz, Gaffarovich, Nozim Muminov⁶ n.muminov@afu.uz, Matmuratov, Azizbek⁷ my_darling90@mail.ru
Source:	International Journal of Special Education. 2026 Special Issue, Vol. 41, p157-170. 14p.
Subject Terms:	Students with disabilities, Evaluation research, Individualized instruction, Virtual classrooms, Inclusive education, Assistive technology, Web accessibility, Artificial intelligence in education
Abstract:	The high rate of development of digital technologies has greatly altered the educational scene especially in enhancing inclusive education to the student disabled. Digital learning platforms such as learning management systems (LMS) and artificial intelligencebased learning algorithms can be used to support the needs of various learners through providing flexible, adaptive and accessible learning environments. In this paper I have extensively discussed the online learning environments with a view towards how effective it can be used by students with disabilities and its accessibility. The study takes a mixed-method approach where the results of the qualitative research are combined with quantitative measures of evaluation like learning performance, user engagement, usability, accessibility compliance and error rates. The architectural design of online learning systems, integration of elements of accessibility, assistive technologies and artificial intelligence to facilitate personalized learning will be analyzed in the paper. Comparative analysis of the chosen platforms shows that those systems that are more accommodating in terms of accessibility issues and technologies inspired by AI have an improved learning outcome, more engagement and are more satisfied by users. The results demonstrate the importance of adhering to the suggestions of the accessibility standards such as WCAG and the notion of Universal Design of Learning (UDL) to deliver inclusive learning. Although the digital platforms also have their benefits, such factors as uneven implementation of the accessibility and digital divide or even awareness are critical aspects of concern. The paper also addresses the question of how the future of inclusive digital education can be influenced by the policy frameworks and new technologies. Teachers, developers and education policy makers can find the findings to be of great assistance to develop and embrace more viable and accessible learning systems. The paper is applicable to the developing of inclusive learning as it can determine the most important variables that might impact the accessibility and efficiency of digital learning platforms in students with disabilities. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The high rate of development of digital technologies has greatly altered the educational scene especially in enhancing inclusive education to the student disabled. Digital learning platforms such as learning management systems (LMS) and artificial intelligencebased learning algorithms can be used to support the needs of various learners through providing flexible, adaptive and accessible learning environments. In this paper I have extensively discussed the online learning environments with a view towards how effective it can be used by students with disabilities and its accessibility. The study takes a mixed-method approach where the results of the qualitative research are combined with quantitative measures of evaluation like learning performance, user engagement, usability, accessibility compliance and error rates. The architectural design of online learning systems, integration of elements of accessibility, assistive technologies and artificial intelligence to facilitate personalized learning will be analyzed in the paper. Comparative analysis of the chosen platforms shows that those systems that are more accommodating in terms of accessibility issues and technologies inspired by AI have an improved learning outcome, more engagement and are more satisfied by users. The results demonstrate the importance of adhering to the suggestions of the accessibility standards such as WCAG and the notion of Universal Design of Learning (UDL) to deliver inclusive learning. Although the digital platforms also have their benefits, such factors as uneven implementation of the accessibility and digital divide or even awareness are critical aspects of concern. The paper also addresses the question of how the future of inclusive digital education can be influenced by the policy frameworks and new technologies. Teachers, developers and education policy makers can find the findings to be of great assistance to develop and embrace more viable and accessible learning systems. The paper is applicable to the developing of inclusive learning as it can determine the most important variables that might impact the accessibility and efficiency of digital learning platforms in students with disabilities. [ABSTRACT FROM AUTHOR]
ISSN:	08273383