. Access to education remains a major concern for children, youth and persons with disabilities. . Despite the current provisions in law and policies, the vast majority of children with disabilities are not attaining a secondary school qualification in order to access opportunities for further education. . Early Childhood Development was noted as an imperative foundation phase for young children with disabilities. Several submissions highlighted that attitudinal and physical barriers inhibited children with disabilities from accessing early childhood development centres and/or primary schools. Where children with disabilities do gain entry in foundation phase education, the transition to secondary schooling is low and the attainment of a grade 12 certificate is dismal. As such, youth with disabilities are unable to access opportunities for higher education and this in turn impacts on their employability in the future. . Special Schools for children with disabilities, their resourcing, quality education and curriculum were some of the concerns also raised. . In terms of higher education institutions, access to finance (bursaries) to attain a tertiary qualification was noted as a major hindrance along with the lack of assistive technology and support.