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The COVID-19 pandemic has brought about an extraordinary and unprecedented challenge for governments, teachers, and parents in their attempt to ensure continuity of quality learning. As countries work toward managing learning continuity while protecting the safety and well-being of learners, there are some groups of learners—often learners with disabilities and particularly those living in poverty who stand the risk of further marginalization. This issues paper “Pivoting to Inclusion: Leveraging Lessons from the COVID-19 Crisis for Learners with Disabilities,” highlights the emerging social and educational needs, barriers, and issues experienced by children with disabilities. The paper presents recommended practices for educational and social inclusion and participation for children with disabilities. The paper uses the twin-track approach and the principles of Universal Design for Learning (UDL) to meet the immediate needs of children and for reopening and in the long term. This approach seeks to guarantee that education systems are sustainably benefitting all learners and children with disabilities.