Digital accessibility of e-learning provides an opportunity to fully participate in the educational process for all students, including persons with disabilities. Each specialist involved in the development of e-learning content and resources should be competent in digital accessibility and universal design. The authors propose a methodological approach to the development of digital accessibility competencies and present the results of testing this approach in practice. In 2021, on the basis of one of the Russian universities, a methodology for the formation of digital accessibility competences was developed and tested, including a system of competences, tools for testing formed competences, a curriculum and an appropriate online course. In addition, a study sample was formed (177 undergraduate and graduate students), a training course was conducted, and training outcomes were analyzed. It is for the first time that a methodological approach to the formation of digital accessibility competences has been proposed in the Russian Federation. The training outcomes confirmed the efficiency of the proposed approach: 96% of the students successfully completed the training, of which more than 67% achieved intermediate and advanced levels of the competences. A significant positive correlation was found between the successfully completed current tasks and the results of the final tests of self-assessment and formal assessment. It was shown that the training efficiency did not depend on how (voluntarily or compulsorily) the students were enrolled in the course, whether there were pedagogical disciplines in their curricula and what was the level of their university education. The relationship found between the results of final self-assessment and the results of formal assessment can be interpreted as consistency between satisfaction with the training and its success. The developed methodological tools, including the online course, can be used for the professional training of teachers, the formation of professional competences of IT specialists as well as the improvement of the overall digital literacy of specialists involved in the development of digital content.

The purpose of the article is to assess the accessibility of electronic educational resources (EER) published in the university Moodle Learning Management System (LMS). The analysis involved 22 EERs in mathematical and information technology disciplines, located in the Moodle LMS of the V. I. Vernadsky Crimean Federal University. The examination algorithm included analysis using the Web Accessibility Evaluation Tool (WAVE) and expert analysis of web accessibility using visual, auditory and manual methods based on 89 checklist attributes. In the result of the analysis, multiple accessibility errors of the Moodle platform and the EERs hosted on it were found. The most serious platform problems include: lack of compatibility with text browsers; errors of reproduction by screen readers; errors of content reproduction on mobile devices. The list of accessibility errors made by the authors of EERs includes: incorrect design of hyperlinks (22.7 % of the EERs); lack of subtitles (13.6 %), transcripts (22.7 %), synopses of video lectures (27.3 %); lack of alternative descriptions for figures (68.2 %); time limit for tests (9.1 %); lack of special markup for mathematical notation (36.4 %) and program code (13.6 %), etc. Results of the survey show need in training of EERs’ authors in technologies for developing accessible educational web content. It is advisable to familiarize web developers deploying an LMS at universities with the basics of web accessibility, LMS accessibility functions and modules in order to select the most suitable platform, determine and install the required set of accessibility tools. Before launching all EERs should be subject to mandatory examination for compliance with the web accessibility guidelines.

The most common mistakes are: lack of lecture notes that are equivalent to video; incorrect wording of hyperlinks; lack of software-defined structure of the documents; the use of fragments in the content unreadable by the screen reader. Assistive technology almost always reproduces the code with errors and gaps, and embedded compilers have impaired access to the visual interface and feedback. Conclusion.To improve the web accessibility of the MOOCs in computer science and programming, the following steps should be carried out: 1) common platform accessibility errors should be fixed and the content of the published MOOCs should be brought in line with the Web Content Accessibility Guidelines (WCAG) 2.1; 2) only those courses should admit for publication on platforms, that have passed the web accessibility assessment procedure; 3) MOOCs' production teams should be trained in the basics of web accessibility and develop new courses in accordance with WCAG 2.1; 4) attention should be paid to the creation of ergonomic compilers in accordance with the requirements for accessible software and web development tools.