New Delhi, 28 October 2026

The ability of education systems to advance inclusive learning depends not only on policies and institutional frameworks, but also on teachers’ preparedness to recognise and respond to diverse learning needs. For learners with Specific Learning Disabilities (SLD), difficulties with reading, writing and mathematics can often go unrecognised or be misunderstood, affecting their participation, progress and overall educational experience. Equipping teachers with the knowledge and practical strategies to support these learners is therefore essential to making inclusive education meaningful in classroom settings.

Through its sustained engagement with Ministries of Education, teacher education institutions and other stakeholders across Commonwealth Asia, the Commonwealth of Learning – Commonwealth Educational Media Centre for Asia (COL-CEMCA), has recognised the continuing need to strengthen teachers’ understanding of SLD and their capacity to respond to diverse learning needs in the classroom. These engagements have highlighted the importance of accessible, evidence-informed and contextually relevant professional learning resources to translate policy commitments to inclusive education into meaningful classroom practice.

In response to this need, COL-CEMCA convened an initial expert consultation in New Delhi on 28 October 2026 to initiate a structured review and revision of its existing Massive Open Online Course (MOOC) on Mainstreaming Learners with Specific Learning Disabilities. The consultation marked the beginning of a collaborative, expert-led process to strengthen the course as a professional learning resource for school teachers and education practitioners.

The consultation brought together experts in special education, inclusive education and teacher education to examine the course’s content, pedagogical approach, learning activities, assessments and multimedia resources. The discussions generated substantive recommendations for strengthening the course, including restructuring key content areas and placing greater emphasis on practical, classroom-oriented learning. A key consideration was to move beyond conceptual awareness towards providing teachers with meaningful guidance that they can apply in their everyday teaching practice.

The recommendations will provide the foundation for the next stages of the revision process, including the development of a revised course manuscript and the redevelopment of multimedia resources. Further expert engagements are envisaged to deliberate on and take forward the proposed revisions.

The revised MOOC is expected to serve as a resource for wider teacher capacity-building efforts across Commonwealth Asia, contributing to more responsive classroom practices and improved learning experiences for children with SLD.

The initiative forms part of COL-CEMCA’s regional programme on mainstreaming learners with SLD across Commonwealth Asia, aligned with the broader commitment to advancing inclusive and equitable quality education.