This paper presents a systematic review of accessibility compliance in Learning Management Systems (LMS) to assess their suitability for inclusive online learning. The increasing reliance on LMS platforms for education demands that these systems be accessible to all learners, including those with disabilities. This study evaluates the level of accessibility compliance across several widely-used LMS platforms, such as Moodle, Blackboard, Canvas, and Google Classroom, focusing on adherence to established accessibility standards, such as the Web Content Accessibility Guidelines (WCAG) and Section 508. The findings reveal significant variability in accessibility features, with some platforms demonstrating strong compliance, while others show considerable gaps, particularly in supporting students with cognitive disabilities. Key barriers identified include inadequate video accessibility, poor color contrast, and a lack of alternative text for multimedia. The paper discusses the implications of these findings for inclusive online education and offers recommendations for improving LMS accessibility, including enhanced training for developers and greater transparency from platform providers. The paper concludes with directions for future research, emphasizing the need for better tools for assessing accessibility compliance and further investigation into assistive technology integration.