Inclusive instructional materials: A narrative study examining the current web-based learning contents (WBLC) and online learning environments in higher education

While the advancement of web-based technologies increases the availability of instructional materials to many more non-disability learners, it further isolates the population of learners with disabilities who rely on assistive technologies to overcome inaccessible web-based learning contents (WBLC). At the same time, the effort to create and provide an inclusive learning environment to learners with disabilities is often misinterpreted merely as the utilizations of campuses' disability services and accommodations. This investigation focuses on accentuating the issues in which giving consideration to the accessibility of WBLC within higher education settings remains habitually an afterthought. Findings and possible implications will contribute to the development and transformation toward inclusive, accessible, and flexible curriculum design models and practices from the ground up.