text: their families should encourage the families to send their children to school. Emphasis should be placed on the children with locomotor disabilities, such as polio or amputation, and children with seeing disabilities because they can easily benefit from the instruction provided in the regular school. -Organizations currently providing assistance for primary education in the refugee villages and in rural Afghanistan should provide information on disabilities for all teachers so that they understand the limitations and abilities of children who have disabilities. 19 Medium-Term Action -Develop content and methods of education which are meaningful to all Afghans in order to motivate families to send all children to school. Within this context, stress access to education for disabled children and aim at adaptation of educational facilit­ ies to the needs of these children. -Incorporate basic concepts of special education in the teacher training programmes so that all teachers are prepared to accept children with disabilities into their classrooms. UN Agencies: UNESCO, UNHCR C. VOCATIONAL REHABILITATION, SKILLS TRAINING AND EMPLOYMENT 1. Present Programme Several skills training programmes for Afghans in the refugee villages in Pakistan have included disabled men among their trainees. One of the skills training projects, Quetta, has as its aim to integrate up to 10% of disabled persons among its student population. These would be disabled males who do not require special adaptations. Three NGOs in Quetta have included one or two disabled men within income­ generating programmes. One of these organizations trains wives of disabled husbands if the latter are too severely disabled to be gainfully employed. Three other NGOs in Peshawar provide skills training for a very small number of disabled persons. One of these organizations runs a training and production programme for able-bodied Afghans, but also include a few disabled men. One offers 
analysis: The text primarily focuses on the education and employment of people with disabilities in Afghanistan, highlighting the importance of inclusivity and accessibility in these areas. It also touches on the need for training and adaptation of educational facilities to meet the needs of children with disabilities.