Virtual learning environments as a pedagogical strategy for accessibility and inclusion of students with physical disabilities

Abstract

Higher education currently faces the challenge of ensuring that virtual learning environments effectively address the needs of students with physical disabilities, fostering both accessibility and inclusion. Within this framework, the aim of this study was to design and implement accessible pedagogical resources in virtual learning platforms, following international standards of digital accessibility (WCAG 2.1) and the principles of Universal Design for Learning (UDL). A quantitative, applied experimental and correlational research approach was adopted, using surveys, interviews, checklists, and statistical analyses to evaluate the effectiveness of the intervention. Initial findings revealed technological and pedagogical barriers that hindered participation; however, after the implementation of inclusive strategies, significant improvements were observed, with increases of over 40% in platform use, academic interaction, and student performance. These outcomes are consistent with previous research that highlights digital accessibility as a cornerstone of educational equity. In conclusion, the integration of inclusive resources in virtual learning environments constitutes an effective strategy to promote a more equitable, participatory, and inclusive higher education system.