# Towards the Implementation Process of Accessible Virtual
## 4 Accessible Virtual Compuses
### Answers to Research Questions Related to Accessible Virtual Campuses  
#### 4.4.1 RQ1: Which HEIs Have Accessible Virtual Campuses? Reports mention that institutions have employed strategies in order to increase the quality of education or to detect the requirements of their students. As a pioneer from Iberia, the University of Lisbon, reports improvements to their application processes by the introduction of an admission process, offering students help through tutoring and trained personnel until graduation by enforcing policies in line with international standards. Nonetheless, the university delivers administrative processes that lack adaptability [48]. Other universities have focused on identifying the requirements of students and implementing accessibility elements in physical spaces. Such is the case for Open University UK which determined that the early detection of requirements positively influences the creation of digital resources adapted for multiple disabilities [49]. These digital resources can then be utilized to create a virtual platform adequate for all. With regards to accessibility standards and guidelines for websites, the University of La Rioja and the University of Central Venezuela have begun to develop their own virtual platforms through adherence to WCAG [50; 51]. For the construction of virtual platforms with accessible interfaces, use of a universal design has been proposed. This universal design would be applied to e-learning concepts and the elaboration of learning objects adapted for content for people with disabilities [52]. 4.4.2 RQ2: What Aspects of Accessibility Are Considered in the Design of a Virtual Campus in an HEI? In order to achieve the implementation of a design appropriate to the multiple characteristics of students, there is a model that applies a questionnaire and provides indicators  
Figure 4: Studies found by country related to accessible virtual campuses. showing which deficiencies exist in the institutional processes and thus require adaptation [41]. Among the indicators that need to be considered for an adequate design of virtual campus, some are the following:  
* Design tools to use information about the respondent and the context in order to aid comprehension. * Develop automated approaches to identify relevant accessibility issues. * Evaluate the accessibility and representation of feedback tools through analysis. * Conceptualize development and user changes over time as part of accessibility processes. * Develop a focus on socially accessible designs for interaction. * Design mechanisms so that feedback is relevant, receptive, and reflective. * Consider the relationship between users and the organization. These indicators seek to promote inclusion in systems and services that improve virtual platforms [49]. Another element to consider when creating accessible conditions in virtual platforms is to present alternative texts and subtitles to the visual elements that the websites present. Some reports state that this consideration has facilitated comprehension by the general student population, including people with disabilities [52; 53]. In order to help students with visual and hearing disabilities, e-learning platforms include adapted video resources, audio descriptions, captioning, sign language, and long descriptions of images which are reproduced as audio speech. In order to guarantee accessibility, it is common to consider the WCAG 2.2 guidelines in order to develop models that contemplate different disability categories such as visual, auditory, cognitive, motor, elderly, and linguistic. In the development of MOOC design, there are resources such as accessible PDF text, audios and videos with subtitles, videos with sign language interpretation, alternative text in images, graphics and labels on resources, and descriptions of icons and symbols used in the course. 4.3 RQ3: What Are the Requirements Addressed in Technological Accessibility Strategies Implemented by HEIs?