Most of the existing efforts for supporting the preparation and delivery of accessible e-learning materials propose guidelines that prevalently address technical accessibility issues. However, little or no consideration is given to the didactical creators in the learning material preparation. The existing guidelines also usually provide generic indications on alternative forms of didactical content to enable equivalent access of the content. However, the sole provision of equivalent forms does not guarantee effective access. While this paper acknowledges the role of the existing guidelines, it proposes that the didactical domain creators be provided with a non-technical recourse that can enable them to contribute to or participate in the development process of accessible e-learning content aiming at guaranteeing an effective learning experience.
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