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

Countries to conduct in-depth, population -based surveys and dialogues to understand the context specific barriers, challenges, and inform plans

Early targeting of girls and young women addressing gender specific factors contributing to visual impairment

African countries to carry out mass media and community level awareness campaigns targeting mainly rural communities about visual impairment.

Integration of eye health services in primary health care, for increasing access, affordability, and availability of services

Human resources for health – training, deployment and equipping of eye specialists and support especially rural communities.

Integrate disability into childhood services that is inclusive of different sectors e.g. education

Expand access to therapy and intervention service resources in communities

Develop and validate appropriate screening tools for disabilities in LMICs

Developmental surveillance in children should be routine, regular and early

Engage families and non-specialist community resources to improve awareness and identify, support and promote acceptance for children with disabilities

The content of digital learning resources should be relevant to the diverse needs of primary school learners with disabilities in LMICs.

Data connectivity and affordability should be improved for primary school learners with disabilities in LMICs.

Introduce clear guidelines for coordinating disability-inclusive digital learning in primary schools using multiple delivery channels.

Invest in research on access to and the effectiveness of blended learning (digital instructions and non-digital packages) for primary school learners with disabilities.

Provide training on inclusive employment practices to employers and co-workers to ensure that people with IDD experience supportive working environments.

Evaluate the fit of the individual to the job position as well as customise the job description to promote better mental health of the individual.

Interventions need to be adequately adapted to the realities of persons with intellectual disabilities

Increase knowledge and awareness about assistive products and technology and the need thereof for people with IDD.

A multi-sectoral approach e.g. job coaches, co-workers, managers, and families are needed to create more work participation and promote supported employment.

Identify potential barriers and enablers to healthcare professionals’ knowledge updating and skill training

Ensure continuous knowledge and skill updating on the issue of disability, especially for those working in primary healthcare centres.

Implement immersive learning for healthcare professionals with people with disabilities, caregivers, and representing organisations.

Introduction to concepts of disability should be part of the health professional training curricula.

Future research should focus on the long-term outcome of knowledge and skills intervention.

Promote law reforms that recognize and regulate the legal capacity of persons with disabilities, in accordance with the “standards” of the CRPD

Train public officers in the use of CRPD “standards” or guidelines

Provide alternative support approaches that engage with social services and community mental health services

Monitor and report on the experiences of support and implementation promoted by state funded initiatives and civil society funded initiatives, irrespective of their size and scope

Monitor and report on the implementation of the reforms

Raise awareness about the importance of legal capacity with different key actors for the Reform

Increase awareness about assistive technology and service delivery methods, especially among people with disabilities and their families.

Integrate assistive technology services into the universal health system

Provide client-centred services and assistive technology.

Set up robust training and assessment for assistive technology service providers.

Provide adequate financial support to enhance affordability.

Remove barriers and provide individual support for assistive technology use.

Set up effective collaboration among stakeholders of assistive technology.

Negative attitudes towards the sexuality of physically disabled people need to be addressed.

Educate physically disabled people on sexuality issues and rights.

Include physically disabled people in development of sexual health services and policies.

Train health workers to provide relevant and inclusive sexual healthcare and information to physically disabled people

Sexual healthcare buildings and services to be accessible for all.

People with IDD should be prioritised for COVID-19 vaccination, in particular people with Down Syndrome.

Vaccine promotion campaigns for people with IDD should be inclusive, person-centred, and focussed

Reasonable adjustments should be made to clinical policies and practices to ensure equity of access and provision for people with IDD

Robust behaviour support response plan should be put in place for people with IDD, particularly those with behaviours of concern

Strengthen data collection to assess the impact of COVID-19 on people with IDD as well as their caregivers

Take a collaborative approach including people with IDD and civil society organisations to inform all policies and programmes that facilitate their safety and well-being during the COVID-19 pandemic