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 to address.