Recommendation #1: Improve data collection & registration for children with disabilities in humanitarian settings

Recommendation #2: Incorporate an inclusive & multi-faceted MHPSS approach to support a continuum of wellbeing

Recommendation #3: Actively encourage the contribution of children with disabilities towards disability-inclusive disaster risk reduction & child protection mechanisms

Recommendation #4: Improve coordination and planning to improve access to basic needs & safety

Recommendation #5: Strengthen education in emergency settings for children with disabilities to better cope and respond to crises

Recomendación #1: Un enfoque multisectorial es necesario para afrontar los problemas de salud mental

Recomendación #2: La provisión de servicio debe ser sostenible y realizable.

Recomendación #3: Las intervenciones deben de ajustarse a la situación actual basándose en la evidencia existente y evaluando enfoques innovadores.

Recomendación #4: Más investigación es requerida para identificar cuál la provisión de servicios más adecuada y eficaz.

Recomendación #5: Fortalecer las estrategias de comunicación y la entrega de información para apoyar el bienestar de todos.

Learn from prior research on barriers faced by people with disabilities in humanitarian camps, to inform an inclusive COVID-19 response

Ensure the continuity of basic and specialised services for people with disabilities in camps.

Women and children with disabilities need specific consideration during the COVID-19 response in camps.

Mainstream recommendations for the containment of COVID-19 in camps need to be adapted to be disability inclusive.

A targeted approach “targeted shielding”, could ensure that people with disabilities are specifically catered for in containment measures.

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

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

A multi-sectoral approach is needed to address mental health issues

Service provision needs to be sustainable and feasible

Interventions must be adapted to meet the constantly changing demands of a novel health crisis

Need for rigorous research on appropriate and effective service provision

Strong communication campaigns are essential to support wellbeing and reduce disinformation

Programme designers should conduct a rapid review of WASH-related challenges

Disability-inclusion is a key consideration when designing COVID-19 WASH programmes

People with all types of disabilities must be engaged at all stages of COVID-19 programming

Assistance needs to be provided to people with disabilities and carers

All WASH facilities and services need to be designed with accessibility and inclusion in mind

Apply a gender lens to disability inclusive WASH COVID-19 responses

Train WASH practitioners and healthcare workers on disability inclusive WASH

Learn from and document experiences to inform disability inclusive programming and policies

Cultural adaptability is essential in school-based settings

Take a multi-modal approach for integrated support

Active participation of young people in programmes

Ensuring sustainability and feasibility in low-resource settings

Building the capacity and readiness of schooling systems

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.

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.