ALT-D: Enhancing Accessibility with an Adaptive Learning Technologies Assessment Model for Students with Disabilities

In the evolving landscape of education, adaptive learning technologies have emerged as a powerful tool for personalizing education and accommodating diverse learning styles. However, the potential of these technologies to serve all students equitably, especially those with disabilities, remains underexploited due to accessibility challenges. This paper proposes ALT-D model that seeks to bridge this gap by identifying barriers to accessibility within current adaptive learning systems and proposing innovative solutions to make these technologies more inclusive. Through a comprehensive analysis of user needs, this study employs a mixed-methods approach, combining qualitative insights from interviews with educators and students with disabilities, and quantitative data from surveys to evaluate the effectiveness of existing adaptive learning platforms. Building on principles of universal design and accessibility guidelines, we propose a framework for developing adaptive learning technologies that are inherently accessible. Preliminary evaluations suggest that our proposed solutions not only enhance the learning experience for students with disabilities but also improve overall engagement and learning outcomes for a diverse student population. This research underscores the imperative for inclusivity in educational technology design and offers a roadmap for developers and educators aiming to create equitable learning environments.