Comparative analysis of the accessibility of popular virtual learning platforms for students with special educational needs (WCAG 2.1 and UDL)

Abstract

The purpose of the article is to conduct a comprehensive comparative analysis of the accessibility of popular virtual learning platforms for students with special educational needs in general secondary education based on the integration of technical criteria from the WCAG 2.1 standard and pedagogical principles of Universal Design for Learning (UDL). The study aims to identify the strengths and weaknesses of digital learning environments and to substantiate areas for their further improvement in the context of inclusive education. The research was carried out in a general secondary school with an inclusive learning environment. A combined methodology was applied, which included pedagogical observation, analysis of the learning activities of students with various categories of special educational needs, expert evaluation of platform compliance with WCAG 2.1 and UDL principles, as well as quantitative processing of empirical data. For the comparative analysis, integrated accessibility indicators were used, calculated on the basis of formalized evaluation criteria. The article examines the accessibility of Moodle, Google Classroom, Microsoft Teams, and the augmented reality tool AR Book. The results demonstrate an uneven level of accessibility across platforms and the absence of direct correlation between technical compliance with WCAG 2.1 and pedagogical accessibility according to UDL. It was found that platforms with higher integrated accessibility scores ensure greater independence for students with special educational needs and reduce the need for constant pedagogical assistance. The study substantiates the relevance of using an integrated accessibility indicator to enable objective comparison of different types of digital educational tools. The accessibility of virtual learning environments should be viewed as a multidimensional characteristic shaped by the interaction of technical, pedagogical, and managerial factors. The findings confirm the need for a systemic approach to selecting and using digital platforms, as well as for developing an inclusive digital ecosystem within the school. Additionally, the study highlights the importance of improving regulatory and methodological frameworks to support accessible and equitable digital learning.