# Towards the Implementation Process of Accessible Virtual
###### Abstract  
Ensuring equitable and inclusive access to educational services in Higher Education Institutions (HEIs) requires the development of strategies that consider the diversity of their academic members, administrative staff, and students, as well as the use of information and communication technologies. The identification of requirements for technological accessibility in HEIs allows for the establishment of actions aimed at considering accessibility aspects in the processes of admission, permanence, and graduation, in order to support students with disabilities in their transit through these institutions. Having a systematic approach to guide the design of educational strategies in HEIs contributes to the identification of areas for improvement for the benefit of educational quality and community members. This article describes the proposal of a process based on the Plan-Do-Check-Act (PDCA) cycle, and a methodology for the implementation of accessible learning environments oriented to the implementation of an accessible virtual campus based on the establishment of five defined phases: diagnosis, planning, implementation, control, and tracing. This proposal is aimed at supporting Latin American HEIs in the integration of technological accessibility requirements from a systematic and continuous improvement approach. accessibility; higher education; PDCA cycle; accessible virtual campus +
Footnote †: journal: Applied  
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an obstacle in the implementation of accessible campuses. These limitations include the following: the lack of appropriate content, lack of support or training for staff, and the lack of digital skills on the part of students and teachers. Due to this, having a mechanism to determine the technological accessibility requirements in HEIs ensures positive results to achieve the implementation of accessible virtual campuses by enabling better decision making. The International Organization for Standardization (ISO) defines accessibility as the extent to which a system, product, service, environment, or facility can be used by the highest number of users possible, regardless of their characteristics, abilities, and requirements, while still allowing it to meet its intended goals for which it was designed [5; 6]. Thus, having strategies supported by accessible technology helps to reduce existing digital barriers related to access of academic services for people with disabilities [7]. The concept of technological accessibility refers to technology designed to be adapted to the user's requirements, and to make itself accessible without requiring external assistive technology. Furthermore, a technology is accessible in the case that it is compatible with assistive technologies [6]. Accessible technology, also called adaptive technology, is designed to cover most user abilities, thus it is sometimes referred to as customizable technology [5]. Accessible technology encompasses the creation of websites, documents, digital resources, and other features that conform to the accessibility requirements that allow for availability to a wide variety of users [8]. With regards to education, United Nations Educational, Scientific and Cultural Organization (UNESCO) [9] establishes that it is the responsibility of the state to promote inclusive and equal education at all levels, including higher education. In certain countries, strategies have been developed in order to promote technological accessibility, mainly in the development and/or adaptation of learning management systems (LMS). However, it should be noted that there is a clear need for the generation of accessible educational material that allows students with disabilities to have the necessary elements for their professional development [10].