DIGITAL ACCESSIBILITY

Abstract

Digital accessibility in Distance Education (EAD) courses has become a central theme in the debate on educational inclusion, especially regarding students with disabilities. This study addressed how digital accessibility solutions can be implemented in EAD courses to ensure the inclusion of these students. The central problem investigated was the inadequacy of EAD platforms to meet the needs of students with disabilities. The general objective was to analyze digital accessibility solutions, identify the main barriers faced by these students, and propose strategies to promote digital inclusion. The methodology used was bibliographic research, which allowed the analysis of various studies on the topic. In the development, the use of assistive technologies such as screen readers and magnification software was discussed, as well as the importance of Universal Design for Learning (UDL) and artificial intelligence for personalizing the learning experience. In the final considerations, it was concluded that, despite advances, EAD platforms still require more efficient adaptations, with continuous teacher training being necessary. The study also highlighted the need for further research to complement the findings and improve digital accessibility.