The Brazilian Law of Inclusion of People with Disabilities guarantees the rights of access, inclusion and participation of People With Disabilities (PWD) in different spheres of society. However, to inhabit in these real or virtual spaces, PWD need the spaces to be designed with an inclusive perspective. In the educational context, considering virtual spaces, there are the Learning Virtual Environments (LVE), in which there is a need to develop elements that allow autonomy to PWD in all forms of interaction and interactivity that the environment proposes. The main objective of this work is to elaborate, categorize and evaluate a set of accessibility criteria aiming at the universal design for the elaboration of courses and disciplines instantiated in Learning Virtual Environments. As a result, a set of accessibility criteria was elaborated, based on the survey conducted through a systematic mapping of the literature. The criteria were categorized into Interaction Design, Visual Design and Visual, Audiovisual and Verbal Content Design, according to the Psychologically Inclusive Design, besides being classified according to who can apply them (system developers, instructional designers and educators). Then, a list was created, based on the refinement of the set, with criteria applicable by educators to support the elaboration of more accessible courses and disciplines, instantiated in virtual learning environments. The list was evaluated in two stages: (i) 13 experts, professionals from education and special and inclusive education, evaluated 9 quality criteria -- relevance, correctness, consistency, clarity, unequivocalness, completeness, authenticity, flexibility, usability; and, (ii) evaluation of the usability and flexibility of the list applying in a real scenario, the Moodle LVE installed and configured for the Federal University of ABC. The qualitative evaluation of the experts' responses pointed out the relevance, authenticity and flexibility of the list. The Moodle used for the tests, with an accessibility plugin installed, meets criteria such as access by screen readers, options to change colors for viewing and the possibility of different ways to access and complete open activities. However, it continues with deficiencies for the availability of content in Libras, options for viewing videos, limitations to the types of content available in forums and a wide dependence of the educator's knowledge on accessibility requirements to manipulate the content. Both evaluation stages indicated quality improvements, especially for improving the usability of the accessibility criteria list. The evaluation with Moodle also allowed to verify the adherence of a LVE to the list, during the elaboration of more inclusive courses and disciplines by educators. As a result, evidence was obtained that the environment requires evolution and attention especially in aspects related to videos and content in Libras, considering the testing scenario.