Actually, people with disabilities may encounter several barriers whentheytry to enjoy traditional educational activities. For instance, students with visual impairments have difficulties in reading didactical materials based on printed resources, deaf learners have troubles in following traditional (spoken) lectures, people with motion disabilities have problems in attending on-site learning programs. As a matter of fact, providing an easy access to digital didactical contents and learning technologies offers new opportunities for people and com-munities to develop new skills and improve their knowledge. This is particularly true for several underserved segments of population that could be proficiently reintegrated into educational activities. The case of students with disability is an obvious example. Indeed, as to deaf students, adequate strategies can be employed to present e-learning contents in a visual format. Barriers for visually impaired students, which are typically introduced by the use of printed materials, could be easily overcome by resorting to digital contents and related assistive technologies, e.g., screen readers, Braille displays. Finally, the need to move and attendlecturesisdrasticallyreduced;obviously,thiscanbeofgreathelptopeople with motion disabilities (Driscoll and Carliner 2005; Sloman 2002).