The purpose of the U.S. Agency for International Development (USAID) Asia All Children Reading (ACR) Inclusive Education Review is to examine disability-inclusive basic education programming,1 specifically focused on early grade reading, implemented and coordinated by USAID Missions in the Asia region to identify any gaps or potential incentives to improve the education sector’s response to disability inclusion. Specifically, this review looks at USAID Asia early grade education activities that are either ongoing or recently completed (since 2015). This report presents findings from both a desk review (consisting of a review of activity documentation and surveys of USAID Missions and ongoing activities) of 26 basic education activities across 11 countries in Asia and three case studies conducted in Tajikistan, the Philippines, and Bangladesh. The primary objective of the case studies was to gain a better understanding of the collaboration on disability-inclusive education between USAID Missions, host governments, implementing partners, and other educational stakeholders within each country. Furthermore, the case studies provided an opportunity to explore how past basic education activities and education systems within each country have influenced the development and implementation of new basic education activities as they relate to disability inclusion.