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The research focus on inclusion and access to adaptive courseware in higher education peaked in the early 2000s, in tandem with the rising interest in the use of courseware itself. At that time, there was a strong push for the development of accessibility standards that could be applied to the creation and application of higher education courseware. It was believed that the strongest catalyst for the widespread adoption of accessible adaptive courseware would be legally requiring institutions to do so (Rowland, 2002). To supplement the policy updates that came later in the decade, a mixture of primary research efforts and thought leadership in the field yielded a succession of recommendations for how to create accessible courseware that catered to the needs of students with disabilities as well as those with cost, technological, and other barriers to access.

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