This study examines how contemporary Learning Management Systems (LMSs) marginalize learners with cognitive impairments, learning disabilities, and general education needs by creating barriers to comprehension, navigation, and engagement. Through an analysis of user interaction patterns and the identification of structural pain points within existing LMS interfaces, the research highlights how inconsistent navigation, information overload, and limited built-in accessibility features disrupt learning for students who struggle with cognitive processing or executive functioning. Guided by Universal Design for Learning (UDL), the study explores how inclusive design principles can be embedded directly into LMS architecture to reduce cognitive load and improve usability. Using a snowball sampling method, data were collected from special education professionals through semi‑structured interviews, participant‑generated wireframes, and usability testing of an Adobe XD prototype that incorporated UDL‑aligned features. Findings indicate that integrating UDL principles at the platform level—rather than relying on individual instructors—can significantly enhance accessibility, support learner autonomy, and reduce frustration for cognitively diverse users. The prototype demonstrated practical strategies for improving navigation, embedding accommodations, and providing multimodal supports. These results offer actionable guidance for institutions, designers, and developers seeking to create more equitable and cognitively accessible digital learning environments.
Brandon Boas (Mon,) studied this question.