This paper proposes a methodological framework to take into account accessibility in the different processes of the life cycle of a virtual educational project. In this work, a semantic definition based on a conceptual model of the identified components for this methodology is presented. The proposed methodology has been prepared under an iterative design process, based on an international standard and complemented with online resources for dissemination.

In order to validate and improve the methodological framework, seven accessible virtual training courses were prepared following the phases and components defined in the methodology. The seven courses were promoted in an open call for participation launched in Latin America with the support of a cooperation initiative between European and Latin American universities called ESVI-AL. At the end of the experience, a total of 748 teachers and 937 students from 150 different educational institutions were enrolled. The participants in the experience provided comments and suggestions for further improvement. The proposed work is intended to be used as a reference for educational institutions to identify the necessary changes needed to incorporate accessibility into their own production processes for virtual courses.