Despite initiatives, strategies and legislation attempting to promote and enforce equal opportunities for persons with disabilities, including in low- and middle-income countries (LMICs), evidence globally suggests that the labour market is far from inclusive. Youth with disabilities are often unemployed, underemployed or earn less than non-disabled colleagues. They are often the last to be hired, the first to be retrenched or fired, or hired for unskilled jobs. However, there is limited research and evidence of initiatives and programmes that support persons with disabilities into employment.  This evidence brief aims to identify and provide evidence on the strategies and models that are effective in assisting young people with disabilities to enter into employment, as well as to highlight barriers and gaps in knowledge to inform future practices.

Evidence suggests that gaps in educational achievement between people with and without disabilities is greatest in low- and middle-income countries (LMICs).  Education is one of the fundamental rights for individuals, with educational attainment being associated with multiple positive outcomes related to improved employment rates, social inclusion, self-sufficiency, and independent living. The Global Campaign for Education (2014) has emphasized that education must be equitable, inclusive, and free to achieve universal education and has emphasized the need for concrete steps to overcome all forms of discrimination. Literature highlights multiple barriers for young people with disabilities in accessing higher education, including lack of financial assistance, policy provisions and regulations in higher education (HE) institutes. This evidence brief summarises what we know about how to overcome the under-representation of people with disabilities in higher education.

The importance of parents/teachers collaboration (PTC) has been extensively researched generally, with more to be done in relation to its outcomes for children with disabilities. Collaboration between parents and teachers has proven to be an effective and creative means to achieving better outcomes in learning for all including children with disabilities (CwDs). This has an extensive and lasting impact on a child’s success in school. As schools strive to be effective and inclusive, they are encouraging and supporting parent/teacher interactions, increasing knowledge of what interaction exist or can exist between teachers/parents, the challenges of these collaboration and prospects crucial for strengthening the impact of the collaboration. This brief provides a synopsis of some evidence on the impact of parent/ teacher collaboration in a way that provides insight into how teachers and parents of children with disabilities view their collaborative roles to achieve better outcomes for learners with disabilities and highlights on challenges that exist with regards to parent teacher collaboration of Children with Disabilities.