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A six-hour online workshop on universal design for learning (UDL) was conducted for teacher educators from Nigeria, Tanzania, Bhutan, and India as part of a project undertaken by Tata Institute of Social Sciences. The one-group pre- and post-test study aimed at understanding whether the teacher educators, after the training, understand the principles of UDL and use that learning to evaluate the accessibility of open educational resources (OERs) with the lens of UDL. The chapter describes and discusses the research findings.

Research in learning disabilities (LD) in India is in its nascent stage, and it was only recently recognized as a disability in 2016. This column presents an overview of current identification procedures in India and suggests alternatives for the way forward. Identification of LD in India is challenging given the diversity in languages spoken and the socio-economic disparity. Estimated prevalence rates of LD in India range widely between 2% and 19%. Few assessment tools in India have been developed and normed on the Indian population or are available in Indian languages. This column recommends exploring a response to intervention (RTI) approach to identification of LD. It highlights the need for development of assessment tools in multiple languages that have been normed and standardized on an Indian population.