I don't know if this will apply in your case. What has worked for me with advocacy, because my son is 2E, is to emphasize how the delivery format exacerbates the challenges he faces for his second E. Helping teachers understand the impacts on the 2nd E seems to yield results far faster and more cooperatively, even if these issues would present without the 2nd E, albeit to a far lesser degree.
For us, multiple web-based products are a nightmare, and virtually a guarantee that the work will be prematurely abandoned. What seemed to help some of DS' teachers was building out a journey map of what he experienced at each point of content discontinuity. When they saw that there could be upwards of 10 discontinuities in an assignment, and how it impacted DS' ability to engage with the material, we saw some positive changes. I suspect this would be effective for students without other needs.
