Develop self-esteem interventions which accommodate people with a range of impairments and take into account the personal and environmental contexts of young people with disabilities in LMICs.

Implement evidence-based self-esteem interventions in LMICs that are flexible, promote active participation, and provide opportunities for recreation and enjoyment for young people with disabilities

Engage in rigorous research to test the effectiveness of self-esteem interventions, with a focus on understanding effects on people with different types of impairment.

Explore innovative ways to include caregivers and teachers in programming, and expand reach, including through inclusive digital platforms.

Consult and engage learners with disabilities, their caregivers and teachers in designing, implementing and evaluating classroom assistance for inclusive learning

Adopt a multi-stakeholder approach for collaboration, working jointly towards making classrooms more accessible.

Consider how classroom assistance policies and programmes are impacted by intersecting social factors and how they can cater and be sustained for a diverse range of impairment types in LMICs.

Generate scientific knowledge to inform policymakers and implementers on how to optimise the benefits of classroom assistance in low-resources settings.

Create a supportive environment for people with disabilities that is tailored to their needs and encourages participation.

Engage people with disability in decision-making and reach out to the most marginalised disability groups.

Monitor and evaluate disability inclusive interventions as they are scaled up.

Ensure adequate human resources and funding for all planned activities.

Develop and enforce policies that promote the inclusion of all impairment types in all sectors

Develop mental health stigma reduction strategies for primary healthcare settings and providers.

Involve people with mental health conditions and family members in mental illness stigma reduction programs.

Develop and enforce laws and policies that promote and protect the rights of people with mental illness.

Mental health stigma reduction strategies should be culturally appropriate and contextually feasible.

Generate more research on short- and long-term interventions that target mental health stigma at multiple levels

Inclusion and participation of people with disabilities in the development and implementation of national strategies for infectious diseases.

Establish peer-led or peer-supported outreach for people with disabilities focused on chronic infectious diseases.

Provide health workers in infectious disease control services with disability training.

Offer nutritional and social grant support to people with disabilities and/or chronic infectious diseases.

Strengthen policies against the culture of intolerance against bullying of people with disabilities at places of work.

Provide a safe working environment which allows reasonable remediation when bullying is first identified

Conduct risk assessments to identify potential predictors for bullying of people with disabilities in workplaces

Target employers, employees, and other individuals who might perpetrate bullying through promotional activities in occupational settings

Adapt curricula and teaching methods to facilitate inclusive education

Community awareness raising to break down negative perceptions.

Generate greater awareness of assistive technology and its benefits among teachers, students and parents.

Make assistive technology affordable and develop a knowledge base

Adaptations of minor characteristics of certain sports

Active involvement of children and youth with disabilities and caregivers in the development, delivery and testing of stigma-reduction interventions

Multi-level and evidence-based stigma-reduction interventions in LMIC addressing a wide variety of stigma need to be developed.

Stronger evaluation of promising multi-level stigma-reduction interventions adapted towards children and youth with disabilities in LMICs.

Educators to be trained in the detection and delivery of appropriate stigma-reduction intervention strategies for children and youth with disabilities.

Improve the training of health professionals about the needs of people with Intellectual Disabilities regarding their oral care specificities

Involvement of people with Intellectual Disabilities and caregivers in the oral care delivery process

Promote, where possible, the independence of people with Intellectual Disabilities in performing their oral hygiene

Development of tailor-made dental care accommodations that meet the needs of this population

Provide alternative basic and inexpensive computer interfaces

Increase and provide comprehensive training in the use of assistive technology from a younger age

Along with the provision of assistive technology, provide associated services to prevent its abandonment

Ensure that people with disabilities have access to the same assistive technology in the home as they would in the workplace during remote working as a result of the COVID-19 pandemic

Provide training for the colleagues of assistive technology users to ensure awareness and a supportive work environment