She, L., & Martin, F. (2022). Systematic review (2000 to 2021) of online accessibility research in higher education . American Journal of Distance Education , 36 (4), 327–346. https://doi.org/10.1080/08923647.2022.2081438

Accessibility features used for online learning to support students with disabilities were examined. Accessibility features reviewed included the provision of transcripts, captions, audio options, screen readers, color schemes, and alternative text for non-text materials.

Ninety-five studies that examined accessibility features for online instruction were reviewed. Empirical articles with a methods section that focused on online accessibility, were written in English or Spanish, and were published in peer reviewed journals between 2000 and 2001 were included.

Broad publication trends in research on online accessibility were examined. Specifically, the context, methodology, research focus, and online accessibility features were reviewed.

Four themes emerged: 1) Accessibility standards, 2) Assistive technology, 3) Universal Design for Learning (UDL), and 4) Need for training and development.