Left Behind: The Hidden Struggles of Young People with Disabilities in Accessing HIV Prevention and Testing

To address this, there must be an intentional effort to adapt CSE into disability-friendly formats. These adaptations should include not only language simplification but also culturally relevant illustrations, audio formats, and other accessible tools that resonate with various disability groups. However, this can only be effective if teachers themselves are equipped to deliver such information. Unfortunately, many teachers lack the training required to teach CSE to students with disabilities. The absence of regular, inclusive training sessions results in misinformation or a complete omission of sexuality education in disability spaces.

Providing structured training opportunities for teachers is essential. These sessions should focus on how to communicate sensitive topics in accessible ways and how to identify the unique learning needs of students with different forms of disability. More importantly, these sessions should not be designed in isolation. Special education teachers and young people with disabilities themselves should be involved in co-creating the content. Their lived experience brings a necessary perspective that ensures the information is relevant, respectful, and practical. This collaborative approach would not only strengthen the credibility of the education but also foster a sense of inclusion and ownership among the learners.

One promising initiative working to level the playing field in HIV prevention for young people with disabilities is the INCLUDE Project being carried out at Slum and rural health initiative. At its heart, this project aims to sensitize and train teachers through targeted workshops, and we also co-created IEC materials with the teachers to teach the students. By creating space for these critical conversations, we are not only dismantling stigma but also helping educators recognize the importance of safe, inclusive environments. In doing so, the project is uncovering vital truths about why so many young people are still left behind when it comes to HIV testing and care.

For many young people with disabilities, The INCLUDE Project recognizes that understanding these layers of stigma and access is key to developing solutions that work. It’s not about imposing health messages. It’s about learning first, then acting with empathy and evidence. We are generating evidence to inform a sustainable goal that is about using data to improve public health education and design interventions that speak directly to the needs of young people with disabilities. By highlighting what they know, what they struggle with, and what they want from health systems, the INCLUDE project lays the foundation for services that are inclusive, respectful, and effective.

However, for the change to last, this work cannot end with one project. The lessons learned must be institutionalized, made part of everyday practice in schools, clinics, and public campaigns. And to do that, the project needs real support. Inclusive HIV services require strong policy support, dedicated funding, comprehensive training, and meaningful partnerships with young people with disabilities. Local and national health authorities must recognize these services not as an add-on but as a core responsibility, ensuring that insights from projects like INCLUDE inform everything from health worker guidelines to national HIV strategies. Essential accessible materials such as braille guides, sign language videos, and simplified visual tools must be adequately funded and prioritized, as their absence renders even the best intentions ineffective. Equally critical is the training and capacity building of health workers, teachers, and peer educators, equipping them with not only the technical skills but also the respectful and open-minded attitudes needed to serve young people with diverse disabilities. Above all, the most vital support comes from partnering with these young people themselves; they are not just data points but experts in their own lives, and their involvement in the co-creation of messages, design of services, and delivery of outreach ensures a health system that is more inclusive, human-centered, and effective.

If the global community is truly committed to ending AIDS, it must recognize that no one can be left behind, especially not those who have been excluded from mainstream HIV programming.