Eligibility for income support and the criteria for entrance into training programs are not mutually supportive; currently, the former precludes eligibility for government-funded training. If the applicant relinquishes social assistance to gain access to training, disability-specific support will apply only for the duration of the training program. However, the need for wheelchairs, interpreter services, attendant care, and adaptive technologies continues beyond this period. A conflict arises when an applicant who depends on social assistance for attendant care and essential daily medical aid seeks the human right to social and economic participation.

When evaluating the merits of a government pre-employment training or job development initiative, income assistance is an essential consideration for some forms of impairment. The nature of income assistance is a planning consideration related to needs determined by the level of impairment. The criteria should not be used as they currently are, as a means to measure an applicant's employability.

All levels of government responsible for administering income support must participate in making labour force access and opportunities equitable for persons with disabilities. Understanding the term "supports" clarifies the distinction between employable and unemployable. Supports required by disabled applicants in education, training, and on the job are characteristics of the disability, not the applicants' trainability or employability. Planning for potentials and abilities must be incorporated into social assistance schemes, not strategies influenced by limitations.

Labour force training opportunities have fallen far short of providing opportunities for applicants with disabilities. Access must become a fundamental element in planning all programs and services. Pre-employment certification of teachers and counsellors is required to provide disabled persons with relevant teaching and guidance. This means the curricula of diploma and degree institutions must be consistent with contemporary consumer learning characteristics. Students have been stereotyped and individual characteristics have been overlooked. Consequently, disabled students, particularly those with greater impairments requiring more individualized academic and adaptive supports, have faced a multitude of systemic and physical barriers.