COVID-19 exacerbated issues already experienced by the sector pre-pandemic 149. Parents’ and other stakeholders’ support is critical for students and workers with disabilities. The lack of support of some parents for their children with disabilities can be due to a lack of awareness of the kind of support their children need, which is why support and assistance from other stakeholders are also crucial. Moreover, pre-existing issues on the right to education of learners with disabilities were highlighted even more during the pandemic. For instance, some modules were inaccessible to students with visual impairment who needed a screen reader, or the printed modules could not be translated to audio, so they found it more difficult to understand the lessons. 150. Preference for remote learning and face-to-face learning varies depending on a student’s impairment. Some students with impairments prefer attending face-to-face classes because they miss interacting with their classmates and teachers. On the other hand, other students, like those on the autism spectrum, favor online classes because their opportunities to socialize are minimized, and they are less likely to be bullied. In addition to this, going to school is more expensive because of the added transportation costs. 151. School-to-work transition is different for youth with disabilities. A CSO participant notes that transition from school for children and youth with disabilities is unique because it can mean many things: transition from work to sheltered employment, from school to supportive employment, or from school to open employment. Moreover, public school teachers have no clear understanding of what transition means for children and youth with developmental impairment, and there is no proper curriculum for their transition from school to employment . Analysis of the Existing Structures, Programs, and Processes of the Stakeholders This section provides an examination of the existing programs and processes in relation to the key findings. Program/course and job matching 152. While there are career placement offices and placement support groups through the alumni network industry linkages and companies, these are mostly offered and found in private universities. State universities and local colleges do not necessarily have the same mechanisms in place. 153. Ironically, employers in the private sector and CSOs want to work with more key government agencies with school-to-work transition programs, so the policies and guidelines to be developed or reforms to be made are aligned with industry trends and standards. This has been taken into account by NEDA by updating the PDP 2017-2022 to include strategies for School-to-Work Transition and recommending further amendments in 56