**3. Results**

A total of 41 articles including peer-reviewed and gray literature (reports, blogs, and other gray literature) were reviewed and discussed concisely, starting with a flashback on the status of ECE for children with disability before the emergence of COVID-19; followed by the pedagogical approaches that were adopted by educators in response to the pandemic; how ECE learners with disabilities accessed education during the pandemic, the challenges and opportunities they experienced; strategies through which access to quality and equitable learning for ECE learners with disabilities during the crisis can be improved; and a discussion of these perspectives bringing together the different experiences and highlighting key lessons in a local and global perspective and their implications for the current situation and future crises, in terms of policy, service provision, and research. We wind up the chapter with a conclusion highlighting the take-home message and future direction, along with the limitations of the review.
