Accessibility and Technology Perception: A Diagnostic Study of a Student with Visual Disability in the Open Education System at Universidad Veracruzana

Abstract

Despite the regulatory framework for inclusion at Universidad Veracruzana, there is a need to examine the operational accessibility of Eminus 4 and the UV Portal; this study analyzed the case of a student with total visual disability enrolled in the Administration program of the Open Education System (SEA), Xalapa region, exploring the perceived role of Artificial Intelligence (AI). The objective was to describe the perceived accessibility of the institutional technological ecosystem and to analyze the participant's perception of the use of adaptive and generative AI in her academic trajectory of admission, retention, and graduation. A single case study was conducted, using a mixed-methods, descriptive cross-sectional design, with triangulation between a seven-item Likert questionnaire and a semi-structured interview. The results show that the participant rated the accessibility of institutional platforms at 4/5 and the use of AI at 5/5, while identifying, with a lower score (2/5), barriers in the Exams module and in her preparation for employment; qualitatively, she reported external tools (ChatGPT, ChatPDF, Google Docs, Be My Eyes) as support for autonomous study. The case provided contextual evidence useful for guiding future institutional accessibility evaluations, without replacing the need for accessible design from the outset.