This report presents an analysis of policies and practices on learning differences and inclusion across Schools2030 programme countries – Afghanistan, Brazil, India, Kenya, Kyrgyzstan, Portugal, Pakistan, Tanzania and Uganda. The report aims to document for each of the countries studied: the current policy landscape relating to inclusion and learning differences, current conceptualisations and definitions of inclusive education and learning differences, attitudes to disability, teacher training provision on inclusive practice, service provision for learners with disabilities in schools, and diagnostic practice for learning disabilities and challenges faced. This report seeks to address gaps in our understanding about how learning differences are understood and what provisions are in place to support students with learning differences through national-level policies and school-level practices. The report comprises findings from a literature review of academic and grey literature as well as qualitative data gathered through questionnaires, focus group discussions and key informant interviews with teachers, Schools2030 programme staff and learning assessment experts across each context studied. The report is organised into nine chapters, one for each of the Schools2030 programme countries studied.