Learning Management System (LMS) is a type of an e-learning system that supports a range of uses such as: administration, documentation, reporting and delivery of online courses and training programs. LMS is one of the main infrastructural requirements that improves access to higher education for persons with disabilities.
The primary aim of this methodological framework was to explore perceptions of students with disabilities regarding the use of learning management systems and e-learning as well as it’s accessibility. One of the underlying objectives was to identify positive practices and policies that can be applied in an international context. Within the frames of the qualitative methodology used, a cross-sectional desk-top research and thirty-four semi-structured interviews with university students with disabilities were conducted.
The research resulted in defining three modes for an accessible LMS which should be ideally integrated in the LMSs from its creation phase: a text-to-speech engine for blind students, a mode with sign language support for deaf students and a mode which supports dyslexic Cyrillic and Latin fonts for students with dyslexia. All three modes are being created as open-source plug-ins.