Reading for All: Disability Inclusion Education for Nepali Children (Nepal):  .While Nepal has achieved universal access to primary education, there remain pockets of marginalized groups - including children with disabilities (CwD) - that do not have access to education. The Reading for All (R4A) activity's objective is to improve reading outcomes for CwD and functional limitations in grades 1-3 in the 16 districts of USAID's Early Grade Reading Program (EGRP). FY 2020 funds will be used to implement an early disability and functional limitation screening tool for students; support the GON to develop a more detailed disability Education Management Information System (EMIS) to improve the quality of data on CwD; implement an education response system and provide necessary referrals; revise national teacher training modules to include support for CwD in early grade reading; and continue supporting teachers on instructional methods for teaching CwD to read.  ..Humanity & Inclusion, as a leading implementer on disability programming, is uniquely positioned to apply international learning to the Nepal context in this nascent sub-sector of disability-inclusive education. R4A's emphasis on supporting GON systems to provide equitable access to quality education ultimately contributes to improving key metrics of self-reliance, inclusive development, and government capacity. This activity contributes to Embassy Kathmandu's Integrated Country Strategy Mission Goal Two: Increase America's prosperity by developing Nepal as a reliable economic partner and Mission Objective 2.2, Nepal improves health and education outcomes to increase economic productivity... . Objectives for Nepal: USAID partners with Humanity and Inclusion, World Education, the Nepal Association for the Welfare of the Blind, the National Federation of the Deaf Nepal, and the Disabled Empowerment and Communication Center to implement Reading for All in Nepal to: improve data quality on children with disabilities; Review, revise and integrate the use of early detection tools into the National Early Grade Reading Program; Strengthen the integrated education management information system to improve the quality of data on children with disabilities; Establish an education response system to streamline early detection for students with functional limitations or disabilities, provide necessary referrals and identify appropriate individualized teaching-learning support in the classroom; and Pilot mobile education teams for early identification and referral services; enhance institutional and technical capacity to deliver quality reading instruction and support to children with disabilities; Support the GON’s master plan for inclusive education (2018-2030); and Help the GON revise its teacher training modules to include support for children with disabilities in early grade reading; develop early grade reading, teaching and learning materials for children with disabilities; and adapt reading assessments to allow equal opportunities for children with disabilities to demonstrate their readings skills and allow teachers to effectively measure progress; pilot test inclusive reading instruction models that can be scaled up for specific groups of children with disabilities; Test three instructional models for children with disabilities in mainstream schools and schools with resource classes for children with vision, hearing or cognitive impairments.