Abstract
Creating virtual inclusive teaching and learning was given momentum by the advent of the COVID-19 pandemic. Since the COVID-19 pandemic, the support of students to access pedagogical content knowledge on a distance curriculum delivery mode has become the priority of most institutions of higher learning. This critical collaborative action research study reports on the experiences of 10 higher education instructors and 10 doctoral and 10 master's students in developing an inclusive virtual supportive community of practice for enhancing the teaching and learning process during the delivery of education in a distance mode in one of the universities in Kazakhstan. A community of practice theory is used as a compass and lens for the study. This article proposes the formation of a virtual community of practice as a vehicle to limit the impact of ability and disability among students on a distance mode of education.