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.

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

Supporting family members caring for a person with a disability needs to be foregrounded in policy, planning and programming

Utilising and delivering evidence-based psycho-social interventions to support home-based carers

Attention needs to be given to wider ecological interventions

Enhanced access to training represents a potentially effective method of increasing carers’ confidence

All family caregivers will not benefit from the same types of interventions

Create more inclusive eligibility criteria for social protection initiatives

Integrate more holistic packages of support for people with disabilities

Facilitate meaningful participation of people with disabilities in research, policy and practice

Strengthen policy frameworks and accountability for social protection initiatives

Remove barriers to accessibility for people with disabilities