The employment of people with disabilities has multidimensional aspects − economic, social, legal, human rights, discrimination, psychological, ethical and responsibility aspects − with different actors involved representing various kinds of interests. The European Union Disability Action Plan and Strategy specifies the objective of promoting the employment of people with disabilities in the open labour market. The employment of such individuals is not only an economic issue, but also an issue of social inclusion, poverty reduction, equal opportunity and socially responsible employment. Effective and fair use of human resources for national economic development requires a variety of support mechanisms, including regulatory frameworks, the active involvement of local municipalities, and measures taken by state institutions. Because of the different issues and the various actors with different interests involved, an integrated way has to be considered to analyse the employment factors and employment opportunities for people with disabilities. The purpose of this study is to explore and substantiate the possible scenarios associated with promotion employment opportunities for people with disabilities in Latvia. The research methodology employed for this study is based on the Analytic Hierarchy Process, and expert interviews are used to analyse the interests of all involved parties, in order to determine the best possible scenarios as to how to stimulate employment for people with disabilities. As a result, three scenarios to promote the employment of people with disabilities were developed. Although the results showed slight differences between the three scenarios, experts believe that the optimal scenario for promoting the employment of people with disabilities is the one in which the EU participates.

Children and students with functional disorders are one of the target groups of the inclusive education. Students with functional disorders can adapt in general education schools faster if their intellectual development is within the normal range. This group usually consists of disabled students, but they are able to master general education programmes successfully with an assistant’s support. The purpose of the article is to explore the problems of assistants’ support for students with functional disorders in general education schools. Adaptation of these students to general education schools would facilitate their development and enable them to undertake further studies not only in vocational education, but also in higher educational institutions. Assistant’s support would promote the adaptation of these students to the class environment and ease the daily life of their parents. Having assessed the current situation, the authors conclude that the assistant’s support will be effective if the assistant’s functions and roles are recognized and if training of assistants for students with functional disorders in general education schools is ensured.