Some of that work we are already doing on the ground. In a number of regions where we provide teacher training on disability inclusion and disability education, teachers are equipped with sign language and able to assess and respond to various special needs. Teachers are even able to identify special needs and disabilities that learners may not have received a formal diagnosis on, and then they are able to support and work with parents and the community to ensure those learners are equipped with the right supports. We are doing some of that work already.
When we talk about the gaps and some of those shortcomings, that is in some of those more deliberate pieces. It's about ensuring that disability inclusion is not an add-on but is actually foundational and core to how we approach this work. It's the same as how we think about gender. When we talk about reaching the most marginalized, we want to make sure that we are intentionally building that into the core of our work.