Girls with disabilities are among the world’s most marginalised groups of society, resulting from social norms and cultural bias around gender and disability. Inclusive teaching methods are shifting to more child- and learner-centred approaches and classroom adaptations. However, girls with intellectual and profound disabilities continue to be marginalised due to a lack of policy clarity on how to provide education for children with more severe disabilities, and the gaps in resources and teacher capacities to support these children. There needs to be more in-depth impairment-specific and gendered analysis, with documentation and sharing of applied and effective inclusive education practices. Collaboration among non-state actors is