Abstract
Many Virtual Reality (VR) locomotion techniques have been proposed, but those explored for and with blind people are often custom-made or require specialized equipment. Consequently, it is unclear how popular techniques can support blind people's VR locomotion, blocking access to most VR experiences. We implemented three popular techniques - Arm Swinging, Linear Movement (joystick-based steering), and Point & Teleport - with minor adaptations for accessibility. We conducted a study with 14 blind participants consisting of navigation tasks with these techniques and a semi-structured interview. We found no differences in overall performance (e.g., completion time), but contrasting preferences. Findings highlight the challenges and advantages of each technique and participants' strategies. We discuss, among others, how augmenting the techniques enabled blind people to navigate in VR, the greater control of movement of Arm Swinging, the simplicity and familiarity of Linear Movement, and the potential for efficiency and for scanning the environment of Point & Teleport.

Abstract
With the ubiquitous use of mobile applications, it is paramount that they are accessible, so they can empower all users, including those with different needs. Determining if an app is accessible implies conducting an accessibility evaluation. While accessibility evaluations have been thoroughly studied in the web domain, there are still many open questions when evaluating mobile applications. This paper investigates mobile accessibility evaluation methodologies. We conducted four studies, including an examination of accessibility reports from European Member-states, interviews with accessibility experts, manual evaluations, and usability tests involving users. Our investigations have uncovered significant limitations in current evaluation methods, suggesting that the absence of authoritative guidelines and standards, similar to what exists for the web, but tailored specifically to mobile devices, hampers the effectiveness of accessibility evaluation and monitoring activities. Based on our findings, we present a set of recommendations aimed at improving the evaluation methodologies for assessing mobile applications' accessibility.

Abstract
Introduction: This work explores the challenges faced by students with disabilities in higher education; focusing on the accessibility of digital learning resources provided through Learning Management Systems (LMS). While inclusive education is a growing priority; many institutions still fall short of fully meeting accessibility standards. This lack of accessibility limits the participation and academic success of students with disabilities. Objective: This work aims to develop tools to help educators evaluate and improve the accessibility of content within LMS. Methodology: To support this goal; the project includes the development of a real-time accessibility dashboard; providing institutions with a centralized platform to monitor and address accessibility issues across their digital learning environments. Expected Results: By implementing these solutions; the project seeks to promote educational inclusion and enhance the academic success of students with disabilities.

Abstract
Introduction: Surveys are a key method for collecting data, used in contexts ranging from national censuses to customer satisfaction assessments. Despite their clear utility, recent literature highlights their inaccessibility to people with disabilities. Objective: This paper outlines the development of a survey completion tool accessible to people with disabilities. Methodology: Key steps included identifying requirements for designing an accessible survey completion tool, implementing them, testing the tool with people with disabilities, and refning it based on identifed issues and suggested changes. Results: Overall, the tool was found to be accessible to people with diverse disabilities.

Abstract
Web accessibility features on websites are designed for individuals with disabilities that include low vision and cognitive impairments, but such features can benefit everyone. This study investigates the impact of accessibility features of the web on ambient/focal visual attention and cognitive processing in individuals without disabilities. The study involved 20 participants reading news websites with different levels of low vision and cognitive-related accessibility features while their eye movements and heart rate variability were monitored. The findings show that cognitive engagement declined over time when no accessibility enhancements were present. The study also demonstrates that enhancing cognitive accessibility leads to increased user cognitive engagement, while low vision accessibility features make websites easier to read. These findings are corroborated by self-reports and psychophysiological measures, such as eye-tracking metrics and heart rate variability. The effects from these psychophysiological measures, together with participants' self-reports, support the benefits of enhancing web accessibility features for all users. The implications for future website design are also discussed.

Abstract
This present study examines the accessibility of European universities for students with disabilities, drawing on two data sources. The first data source, a desk research, examined publicly available information on the websites of 171 universities from 38 European countries. In this desk research, we performed an audit of university websites and analysed the availability of accessibility services. The second data source, an online survey was distributed to accessibility/diversity offices at 124 universities, with full responses received from seven institutions in various European countries. The study reveals a significant disparity in accessibility resources and support services across European regions. Universities in Northern Europe, the UK, and Ireland exhibit a higher level of accessibility, both in terms of website accessibility and the availability of comprehensive support services. In contrast, universities in Eastern and Southern Europe often lag behind, with less visible accessibility information on websites, limited resources for accessibility offices, and fewer assistive technologies available to students. The most common accessibility issues identified on university websites are ambiguous labels, insufficient colour contrast, and poorly structured navigation. These issues can pose significant challenges for students with visual impairments, cognitive disabilities, and other accessibility needs. The study highlights the need for increased investment in accessibility resources and support services across all European universities, particularly in under-resourced institutions and regions. It underscores the importance of ensuring that all students, regardless of disability, have equal access to education and opportunities.