Inclusive education settings need universal interventions.

Schools for children with disabilities can include targeted prevention interventions to reduce perpetration and victimisation.

Educators need capacity development in order to help prevent and respond to bullying.

Interventions need to be multicomponent and address the systemic roots of victimisation.

Train generalist healthcare workers to provide healthcare to people with disabilities.

Train nurses or community health workers to provide specialist knowledge concerning disability within general healthcare settings.

Deliver preventative health checks for people with disabilities

Deliver anti-stigma interventions for mainstream healthcare workers.

Reasonable accommodations need to be made to make healthcare accessible to people with disabilities.

Coordinated care and multi-sectoral coordination of care for people with disabilities seems to have positive effects, but models which work in LMIC need to be explored

Use the Washington Group Enhanced Short Set (WGES), supplemented by other tools as relevant

Dedicate sufficient resources to translation and training

Follow guidance to analyse, disaggregate, interpret and present data

Where insufficient resources exist to embed the WGES, consider alternatives but invest in pilot testing first

Include assessment of impairments or health conditions depending on the research question and resource availability

Invest in further research to strengthen identification tools for people with disabilities

Ministries of Education should be responsible for the education of all children and inclusive education reform

Raise community awareness of benefits for students without disabilities

Teachers in LMICs need to receive training in special needs education including the benefits inclusive education can bring to students without disabilities

More evidence is needed to understand what impact inclusive education can have on children without disabilities socially and academically in LMICs

More evidence is needed if we are to understand how, and for whom, inclusive education works in LMIC, particularly in relation to academic achievement.

More evidence is needed regarding educational outcomes of children with disabilities in response to various interventions, as these are seldom measured in LMIC.

Integrating best practices from rehabilitation and special education needs to be facilitated in low-resource settings.

We need to involve parents in educational interventions.

Disaggregate evidence on what works in health system strengthening by disability status

Produce more rigorous evidence on what works in strengthening disability-focused services

Integrate relevant CBR activities, and Rehabilitation Services into general health policy and sector strengthening activities

Involve people with disabilities in participatory governance of health systems at all levels

Eligibility criteria should be reviewed to avoid the widespread exclusion of people with disabilities in need of support during COVID-19.

Application procedures and facilities for social protection and relief interventions must be accessible to people with all types of disabilities.

Mechanisms for delivering social protection and other must be accessible and support the agency of people with disabilities

The content of COVID-19 economic responses must be relevant to people with disabilities and adequate to meet their needs.

Social protection should be coordinated with other sectors and actors to develop complementary interventions