This article presents the results of two studies on the accessibility of e-learning materials and other information and computer and communication technologies for 143 Canadian college and university students with low vision and 29 who were blind. It offers recommendations for enhancing access, creating new learning opportunities, and eliminating obstacles.

Employment prospects for junior/community college graduates with disabilities seem to be quite positive.

An exploratory study identified and compared the views of 77 campus disability service providers, 38 professors, and 45 e-learning professionals from Canadian colleges and universities regarding their experiences with e-learning and its accessibility to students with disabilities. Findings indicate that all groups saw benefit in having someone who makes e-learning accessible to students with disabilities on campus and that problems related to e-learning accessibility were most likely to go to campus disability service providers and least likely to e-learning professionals. Only half of the participants indicated that professors are taught about e-learning accessibility, that there is someone on campus who makes e-learning accessible, that accessibility is a criterion for selecting new types of e-learning, and that their school has e-learning accessibility guidelines or policies. These findings suggest that important e-learning accessibility problems remain. Recommendations for colleges and universities on how to increase e-learning accessibility are provided.