Abstract:

In the digital society in which we live, digital technologies and digital information and their accessibility are one of the preconditions and drivers for inclusion of the people with disabilities.

In order to achieve the basic right to education (in the observed case, to higher education) of people with disabilities, one of the essential elements is the accessibility of information and learning environments.

The first step in planning the academic career is informing and obtaining information about possibilities for studying, which most often begins by searching information on the Internet/web. Therefore, it is important that any university ensures the accessibility of its website and of all, in any form of digital documents, published information. The next challenge is to achieve the adaptation and accessibility of all teaching materials and (digital) learning environments so important in today's digital age and the age of the “new normal”.

In order to achieve the aforementioned digital/web accessibility, we have at our disposal a wide range of tools that support and facilitate this - standards, guidelines, software tools, accessibility checking tools, etc.

There appears to be no justification not caring about the digital/web accessibility, accessibility of learning materials and the learning environments at universities. The question is, how much does this really happen in practice?

The paper discusses minimal, necessary elements of web and digital accessibility at universities and tools for and examples of their achievement.

Keywords:

University, website, accessibility, inclusion, standards, recommendations.