# Towards the Implementation Process of Accessible Virtual
## 5 Process for the Implementation of an Accessible Virtual Campus  
The use of ICT in the academic context can mitigate barriers that limit the participation of students with disabilities in teaching-learning processes. The accessibility requirements detected, such as lack of training of teaching staff, lack of adapted materials, in addition to scarce consideration of administrative processes in the design of inclusion strategies through ICT, highlight the importance of establishing systematic processes in order to guide the proper implementation of such strategies.  
The correct implementation of accessible virtual campuses must be guided by a process that guarantees the quality of the teaching-learning process, beginning with the analysis of the accessibility status of the institution, and subsequently allowing the appropriate design of strategies to be followed in such implementations. Additionally, it is convenient to include administrative processes in the design of strategies, since it is through them that students have access to academic information, as well as to the services provided by the HEI.  
HEIs face a challenge when attempting to effectively respond to changes in the environment to offer quality services. The establishment of processes in organizations requires periodic evaluation in order to identify areas for improvement. This process-based approach establishes a systematic means to identify and manage processes within an organization [60]. The quality of educational services should not be measured by the quality of the final product, but instead it should be measured by the execution of the entire process. Quality in education should consider aspects such as availability of teachers, infrastructure, curriculum, and equipment, as a defined teaching-learning process [61].  
[PERSON] [61] mentions that there are two aspects related to quality in education. The first one sees the quality of the educational system as an entire system that includes schools, teaching-learning environments, policies, and other elements. The second aspect of quality of the educational system is related to what the system offers to the members of its community (students and teachers) from the perspective of the teaching-learning process. In the context of HEIs, the implementation of process-based educational models has been documented, where the aim is for the processes to function properly. The process-based quality educational model includes management, teaching, and learning processes [25].  
PDCA is a cyclical tool that can be used as an intermediary to organize processes and systems, according to ISO 9001:2015 [62]. Each stage is described as follows:  
* **Plan**: The system objectives, processes and resources needed to deliver an outcome in accordance with the organizations requirements and policies to manage risks and opportunities should be established.
* **Do**: This stage focuses on implementing what was established in the Plan phase.
* **Check**: The processes and products resulting from the implementation are supervised (in the areas where is required), verifying that the objectives, requirements, and planned activities are being carried out according to the plan and reporting the results.  
* **Act**: The focus on taking measures in order to improve current performance. [PERSON] and [PERSON] (2018) propose a framework inspired by the PDCA process model focused on assessing quality in higher education. The proposal mentions that quality assurance includes the development of strategic plans (plan), the execution of these plans in the (do) stage, collecting feedback from stakeholders such as students, graduates, staff, among others (check), and consolidating the stakeholders' feedback into the HEI that support the continual improvement in the (act) stage.