Institutions that train elementary and secondary school teachers must incorporate a mandatory, curriculum component on disability. Human nature is such that people bring predispositions (attitudes and behavior) to bear when confronted with an unfamiliar concept such as disability. Supported learning and successful school-to-school and school-to-work transitions will depend on the competence of instructors familiar with the history and context of the evolving culture of disability, the characteristics of specific disabilities, and the learning characteristics and curves of disabled students.

Policy disincentives and program barriers have discouraged or prevented people with disabilities from participating in regional and local economic development. The participation of disabled people should be vigorously promoted, through local boards and grassroots networks, in developing priorities for public-sector investment in constituency- and region-based training. Governments must be responsible to the designated labour market partners for compliance with this principle.

The most critical investment to be made on behalf of disabled persons is that directed toward those who represent tomorrow's labour force, today's emerging labour force. Coordinated partnerships among the labour market partners (education and training institutions, business, and labour) are required to generate information on human resources planning and labour adjustment trends. This will help build a foundation for greater perception and exchange of information related to employment and career planning. The capacity of these systems to deliver such services requires strengthening, using career education facilitation as a mechanism to promote coherence in the structure for successful transitions.

The number of competent, qualified, and willing people with disabilities seeking labour force participation will continue to increase. Proactive measures to address the learning, accommodation, and integration characteristics of these people will facilitate the creation of a positive interface and change. In terms of training and employment, persons with disabilities are often faced with narrower windows of opportunity by virtue of impairment characteristics. Social and economic policymakers must acknowledge that practical limitations in access to labour market opportunities may exist; on the other hand, in some cases the impairment is not a barrier to participation. Instead, because of attitudinal and technological changes, potentials and abilities of disabled people are developed just like those of any other applicant.