Letícia Pereira

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.

Abstract
Virtual Reality (VR) offers immersive experiences through advanced interaction mechanisms and rich sensory stimuli but is often inaccessible to blind people due to its over-reliance on visual feedback. While prior work has investigated specific aspects of VR accessibility, there is little knowledge on how to design full, feature-rich VR experiences accessible to blind people. This paper presents the design and evaluation of a VR Boxing experience, developed through participatory design with an ex-professional boxer who is now blind. A user study with 15 blind participants explored their perceptions of the three-mode experience developed - Heavy Bag Training, Coach Training, and Combat - to inform the design of accessible VR experiences. Our findings highlight the importance of combining natural movement, rich auditory feedback, and well-timed guidance that also fosters user independence. Furthermore, they demonstrate the value of structured progression in complexity, while also opening opportunities for engaging spatial awareness and coordination training.