Making e-learning platforms accessible for persons with disabilities is no longer optional but a legal, moral and development imperative for Bangladesh’s digital future, speakers said at a national webinar on February 02, 2026, Monday, warning that inaccessible online education risks deepening inequality and excluding millions from skills development.
The webinar, titled Breaking Accessibility Barriers in Online Learning Platforms for Persons with Disabilities, was organized by the Access Bangladesh Foundation in collaboration with the Internet Society Foundation and Dhaka Tribune.
The discussion focused on persistent barriers faced by learners with disabilities in online education and the urgent need for inclusive digital design.
Moderated by Albert Mollah, Executive Director of Access Bangladesh Foundation, the session highlighted how poorly designed digital platforms from an accessibility perspective continue to marginalize learners with disabilities.
Drawing on more than 18 years of experience, Mollah said inaccessible platforms widen the skills gap and limit participation of young people with disabilities in the digital economy.
“Digital exclusion is not accidental; it is designed,” he said, stressing that accessibility must be integrated at the core of online learning systems rather than treated as an afterthought.
Evidence of widespread barriers
In his keynote presentation, Vaskar Bhattacharjee, accessibility consultant at Aspire to Innovate (a2i), presented findings from a rapid accessibility assessment conducted by Access Bangladesh Foundation of popular e-learning platforms in Bangladesh.
The review identified major shortcomings, including complex navigation, poor screen-reader compatibility, inaccessible video content, missing captions and weak interactive design.
Bhattacharjee said different disability groups face distinct but overlapping challenges.
Learners with visual disabilities struggle with inaccessible images, videos and navigation systems, while learners with hearing and speech disabilities are excluded due to the absence of captions, sign language interpretation and transcripts.
Those with physical disabilities often find platforms unusable without full keyboard navigation, while people with neurodevelopmental and multiple disabilities face compounded barriers caused by complex language, rigid assessments and cluttered interfaces.
“Accessibility is not just a technical issue; it is a legal and moral obligation,” he said, noting that Bangladesh has ratified the UN Convention on the Rights of Persons with Disabilities (UNCRPD) and enacted the Rights and Protection of Persons with Disabilities Act, 2013.
Although the country has adopted WCAG 2.1 standards, he warned that most platforms fail to comply.
The webinar ended with a call for government, private sector and educational institutions to adopt global standards, conduct audits and invest in inclusive digital education.
Speakers warned that without reforms, Bangladesh’s digital transformation could exclude a large population, undermining equity and growth.
Albert Mollah; Executive Director Access Bangladesh Foundation "Digital accessibility is not charity; it is a legal right,” he said, referring to the UN Convention on the Rights of Persons with Disabilities and Bangladesh’s Rights and Protection of Persons with Disabilities Act 2013. He emphasized that although Bangladesh has strong laws and policy frameworks, significant gaps in implementation and limited awareness remain key challenges. Highlighting the government’s Digital Service and Web Designing Guideline for Inclusive Accessibility 2022, he stressed the urgent need for wider dissemination and practical application of the guideline. He further noted that with appropriate assistive technology and effective support systems in place, disability is no barrier to meaningful participation in the digital economy. he shared that over 500 youths with disabilities have already received online skills training through an ISF-supported project."
Vashkar Bhattacharjee; Consultant (Accessibility), Aspire to Innovate "E-learning platforms in Bangladesh remain largely inaccessible to persons with disabilities, despite clear national and international legal obligations,” Vashkar said. Referring to the UNCRPD and the Rights and Protection of Persons with Disabilities Act 2013, he warned that non-compliance could create legal consequences. Citing findings from a rapid accessibility assessment, he noted barriers such as lack of keyboard navigation, missing subtitles and sign language in videos, inaccessible PDFs, poor screen-reader compatibility, and complex design. “Accessibility is not rocket science, it is a matter of decision and implementation,” he said, urging platforms to adopt national guidelines and conduct regular accessibility audits to ensure inclusive digital learning for all."
Ujjal Bhattacharjee; Learner with Physical disabilities Graduate of Professional Graphics Design, Access Bangladesh “E-learning symbolizes progress, but is it truly for everyone?” Ujjal asked. Citing WHO data that over one billion people live with disabilities, he questioned whether they are considered in digital education design. “When images lack descriptions, videos have no captions or sign language, and PDFs are incompatible with screen readers, technology becomes an invisible wall.” He stressed that accessibility is not charity but a right under the UNCRPD. “Nothing about us without us — persons with disabilities must be included in design, policy and evaluation.”
Raihan Patwary; Instructor and Senior Executive Learning Bangladesh “Initiatives like this help e-learning providers like us become more aware of accessibility responsibilities,” Raihan said . He emphasized that accessibility is both a legal and ethical obligation. “Online learning was created to expand access, especially for learners in remote areas, but it achieves true success only when persons with disabilities are fully included.” He added that Learning Bangladesh plans to upgrade its new platform with improved accessibility features and explore AI tools such as automated sign language and voice-based PDF support.
Nazma Ara Begum Poppy; National Project Support Officer, UN Women “Online learning platforms are essential for persons with disabilities particularly women and young with disabilities whose mobility is restricted by infrastructure, insecurity, and social barriers,” Nazma said . Sharing her recent experience. Since I have been working in the UN agency, I have completed mandatory and professional courses that strengthen my skills and performance. However, accessibility barriers sometimes led to delays in course completion. Recently, I was unable to complete a job-relevant online course despite significant effort because the platform was inaccessible. I could not navigate pages independently or use flashcards, images, and drag-and-drop exam features effectively. “Accessibility is not a privilege; it is a fundamental right.” Online learning platforms must follow WCAG to ensure meaningful participation and equal access to professional development for persons with visual disabilities.
Md Nazmus Sakib; Diversity and Inclusion Officer, UNDP Bangladesh “Digital learning should open doors for all—but for youth with disabilities, many doors remain closed,” Sakib said. He noted that although Bangladesh is undergoing digital transformation, many young persons with disabilities still face barriers in accessing online learning, enrollment, certification, and skills development, limiting their education and employment opportunities.
“Digital accessibility is about dignity, independence, and equal opportunity. Inclusive design from the beginning is essential so persons with disabilities can fully participate in learning and the digital economy.”
Muhammad Kamrul Hasan; Head of HR, Creative It Institute “Since 2014, we have been working with persons with disabilities, starting with learners with hearing disabilities, providing free training and skill development,” Kamrul said. He emphasized that education alone is not enough: “Skill development must be complemented by proper placement opportunities to ensure learners achieve their full potential.” Hasan highlighted the need for a collaborative ecosystem involving families, employers, and organizations to support persons with disabilities.
Nurul Alam Jewel; Chief Operating Officer, E-Learning and Earning “Our mission at E-Learning and Earning is to make digital education accessible to all, regardless of ability,” Jewel said. He highlighted the importance of creating disability-inclusive platforms, including screen reader-compatible content, proper HTML tagging, subtitles, and sign language integration. “We are addressing accessibility challenges, from simultaneous voice features to app navigation, and with government support and initiatives like Access Bangladesh, we aim to implement these solutions. Our goal is to ensure that every learner, including persons with disabilities, can fully participate and succeed in digital education nationwide.”
Mohammed Imtiajul Islam; Learner with visual disability, Graduate of Android App Development, Access Bangladesh “As a learner with visual disabilities , I faced significant challenges in accessing online courses,” Imtiajul said. He highlighted issues like inaccessible PDFs, lack of descriptive content, improper HTML tagging, and non-clickable elements, which make learning difficult. “Teachers try to help, but without proper training and accessible content design, it remains challenging. If developers used standard tags, alt text for images, and accessible widgets, learning would be much easier. With awareness and collaboration, online education can truly become inclusive, enabling learners with disabilities to fully participate and succeed.”
Md Mostafa Kamal Mazumder; Former Advisor E-Learning and Earning “Bangladesh has a wealth of talented youth with disabilities, and it is crucial to provide them with accessible online training opportunities,” Mostafa said. He emphasized that both government guidelines and private sector initiatives must work together to support these learners. “E-Learning and Earning Bangladesh, with branches across every district, is actively working to include persons with disabilities in digital skill development programs. By collaborating with organizations and addressing learners’ challenges, we can expand these opportunities nationwide and ensure a more inclusive digital learning ecosystem.”
Md Abdullah; Learner with speech and hearing disabilities; Learner of Professional Graphics Design, Access Bangladesh “In every sector, inclusivity must be prioritized, especially in e-learning platforms,” Abdullah said. He stressed that while enrollment is easy, the lack of sign language interpretation and accessible subtitles prevents many learners from fully participating. “For those who rely entirely on sign language, platforms must provide proper interpretation services. This will enable us to develop skills and access employment opportunities. I urge e-learning providers and government authorities to make sign language interpretation and subtitles mandatory, ensuring that learners with hearing disabilities can fully engage and benefit.”
Md A Hamid Khan; Director (Implementation Monitoring & Youth Organization) Department of Youth Development “The state has a responsibility to ensure that persons with disabilities can access the same opportunities as others and be brought into the mainstream,” Hamid said. Referring to nationwide freelancing and upcoming AI training projects, he acknowledged that accessibility gaps in online platforms had not been fully understood before. “Today’s discussion has influenced me. We must integrate accessibility features into our platforms and policies.” He added that the department would seek technical guidance to ensure inclusive implementation and wider awareness of existing laws and guidelines.
Mahfuza Akter; Learner with visual disabilities, Graduate of Digital Marketing, Access Bangladesh “As a learner with visual disability, accessing online courses presents many challenges,” Mahfuza said. She highlighted difficulties with screen sharing, navigating multiple platforms, and simultaneous audio-visual content, which make learning and completing assignments harder. “Video crashes, inaccessible websites, and poorly designed apps slow down my workflow and affect productivity. Repeatedly asking mentors questions also creates hesitation due to fear of disturbing others. Inclusive design, accessible navigation, and reliable video resources are essential to ensure learners like us can fully participate and succeed in online education.”
Safika Saif Ruhi; Learner with speech and hearing disabilities; Learner of Professional Graphics Design, Access Bangladesh “As a learner with speech and hearing disabilities, I face many barriers in accessing online courses,” Safika said. She emphasized that lack of captions, subtitles, and sign language support limits equal participation. “If these accessibility measures were ensured, learners like us could engage fully and gain skills alongside others. Currently, we are left behind not for lack of interest, but due to insufficient accessible design. Providing inclusive tools like sign language interpretation and subtitles can make education equitable, allowing all learners to benefit equally from online platforms.”
Key Recommendations
- Adopt and enforce accessibility standards
E-learning platforms should comply with global accessibility standards and Bangladesh’s Digital Service and Web Designing Guideline for Inclusive Accessibility 2022 to ensure equal access for learners with disabilities. - Engage persons with disabilities in design and testing
Persons with disabilities, Organizations of Persons with Disabilities, and accessibility experts should be meaningfully involved in platform design, user testing, and regular accessibility audits. - Ensure accessible learning content
All learning materials including videos, documents, and quizzes should be accessible through captions, transcripts, sign language support, audio descriptions, meaningful alt text, and readable, searchable text formats. - Remove barriers in assessments and evaluation
Assessments must be flexible and inclusive, offering extended time, progress saving, accessible forms, and alternatives to multimedia-only or mouse-dependent tasks. - Simplify navigation and enable user control
Platforms should provide clear navigation, keyboard operability, screen-reader compatibility, and user controls such as text resizing, contrast adjustment, and reduced motion settings. - Integrate assistive technologies across devices
Web and mobile learning platforms must support assistive technologies, including screen readers, voice commands, switch controls, and accessible authentication methods. - Replace inaccessible security and verification systems
CAPTCHAs and verification processes for logins, exams, and submissions should be accessible and must not rely solely on visual, auditory, or mouse-based interactions. - Build capacity and strengthen accountability
Educators, content developers, and platform managers should receive training on inclusive digital design and online pedagogy, while learners must have clear and responsive mechanisms to report accessibility barriers.