E-learning accessibility and usability for disabled students in institutions of higher education in Japan

我们采用了多种方法，结合访谈，问卷调查和绩效相关测量的残疾大学生和工作人员。采用文献法、自动化评价等方法对日本高校电子学习可及性和可用性的现状、问题及影响因素进行了调查。结果表明：首先，需要使用电子学习或混合学习来支持学习。二是残障学生网络学习可及性不足。第三，一些机构对高功能广泛性发展障碍学生的电子学习的可及性和可用性是足够的。第四，由于人力、时间和预算等资源的缺乏，一些机构的可及性和可用性问题没有得到解决。

We used multiple methods, combining interviews, questionnaires, and performance-related measurements of university students with disability and staffs. Document-based methods, automated evaluations and so on were also employed to investigate the present state, problems and the factors of e-learning accessibility and usability in Japanese institutions of higher education. The results indicated the following. First, learning support by the use of e-learning or blended learning was required. Second, e-learning accessibility for students with physical disabilities was not sufficient. Third, e-learning accessibility and usability for students with high-functioning pervasive developmental disorders were adequate in some institutions. Fourth, certain accessibility and usability problems were not solved in some institutions due to the lack of resources such as manpower, time and budget.