The Global Disability Summit took place on Tuesday in London to support those living with disabilities. The hashtag and rallying cry, #NowIsTheTime gave hope that the Summit will shift thinking and attention to an often overlooked issue. But exclusion in education does not have a quick fix, as we at GPE and the GEM Report know. This is why the GEM Report will be spending the next two years researching the issue, starting with an online consultation on inclusion and education launched just this week.

A recent study by GPE on disability and inclusive education in GPE developing country partners documents progress made in this area. It also discusses the challenges/barriers when implementing inclusive education policies and highlights the need to step up support to partner countries on disability and inclusive education. At GPE, we believe that ensuring equitable and inclusive education starts with sector analysis and inclusive planning processes at country level to develop quality education sector plans that take into account disability and inclusion.

In the literal sense, 'inclusive' learning means providing equal, quality education opportunities for all learners. Surprising though it may seem, inclusive learning is a relatively recent concern, starting only in the 1970s, when countries finally started to challenge the medical approach for children with special needs and moved towards including them in education systems as a human right. Italy, for example, was ahead of the curve with a 1971 law that granted all children the right to be educated in mainstream classes.

It was the 1994 Salamanca Statement, signed by 92 countries, that proved a watershed moment for inclusive education, expanding its meaning to include not only children with special needs, but children from all backgrounds. And the Convention on the Rights of Persons with Disabilities in 2006 sealed this in concrete, specifying their right to education 'without discrimination and on the basis of equal opportunity'.

As such the 2020 GEM Report on inclusion will cover not just those living with disabilities but will look at how we can ensure inclusion for all vulnerable people. It will also address the content of education and learning materials, teaching and teacher preparation, infrastructure and learning environment and community norms.

Because, while there might be consensus around the importance of inclusive education, there is not agreement on how it should be achieved. The GEM Report will sift through the evidence from different contexts to show what different elements of education systems are having success in achieving inclusion, such as laws and policies, governance and finance, school infrastructure, school selection and parental and community views.

This work is very important to GPE for the achievement of GPE 2020 Strategic Goal 2 to increase equity, gender equality and inclusion. The findings from the 2020 GEM Report will inform GPE's work and investments in this area so that every girl and boy can access quality education and participate fully in society as per their rights and capabilities. Education that is really for all.

It was good news to see so many commitments at the Disability Summit to improve data from multiple governments, development banks, and support for the Washington Group questions from VSO, FAO, UNHCR, IFAD and others, which will improve disability disaggregated data. Measuring inclusion in education has been a long-standing challenge to effective monitoring of the issue raised in the GEM Reports over the years, and will continue to feature until it is perfected.

It was also good to see how many governments, organizations, companies and foundations signed the Disability Summit outcome document: the Charter for Change. In signing, they were committing to “Progress and support actions that advance inclusive quality education for people with disabilities, with the necessary resources to put plans into practice: every child has the right to learn from birth.” This last line perfectly echoes the emphasis in the SDG Agenda to 'leave no one behind'. It is the perfect bed of political will on which to lay a solidly researched global action plan on resolving inclusion in education in the form of the 2020 GEM Report.

Let's get the ball rolling and all contribute to the GEM online consultation.