effectively linked to the future job market, making it difficult for those who need to work to transition to employment after graduation. 98. Recommendations: （1） The MOE should provide guidance or complementary measures to encourage local governments to increase the percentage of qualified teachers in special education for students with disabilities. The Ministry should make good use of the Act for Education Development of Schools in Remote Areas to allocate funds to improve teachers' accommodation and commuting conditions, so as to boost recruitment and retention of teachers. Schools should also take into account the special needs of students with disabilities in rural areas when using subsidies for special education resources and teaching aids, educational materials, and commuting, in response to §§58 and 74 of the Concluding Observations on the Initial Report. NHRC will continue to monitor the actual implementation of such measures. （2） The MOE and the MOL should work together to facilitate employment transition and counseling services for students with disabilities, and to improve complementary measures to help enhance students' employability and adaptability, protect their right to work, and promote social participation. Issue 19 Right to Health Early Intervention 99. According to a Control Yuan investigation report, more than half of the developmental delay cases in Taiwan miss the optimal timing of intervention when children with such delay are 0-3 years old, due to the urban-rural gap in community health services and the lack of overall service coverage. 81 Following the Control Yuan investigation, the Government has stepped up cross-system child development screening, including strengthening screening and promotion at preventive vaccination clinics, and raising awareness among childcare providers, preschool teachers and caregivers, and child preventive health 81 The Control Yuan investigation report approved on Feb 18, 2020. (Children With Developmental Delay) 51