HIGHER EDUCATION FOR STUDENTS WITH DISABILITIES IN CHINA: PROGRESS AND CHALLENGES

Since the late 1970s, higher education in China has experienced significant reforms and rapid expansion from an elite to a mass system. While these developments, in conjunction with legislation, policies and advocacy initiatives, have resulted in a significant increase in the enrolment of those with disabilities in higher education in China. Achievements include improved access (to inclusive institutions of higher education, independent universities, departments, colleges and programs), increased options (academic majors, associate degree and bachelor degree programs), and greater support (a new college admission system, more financial support including special grants, and more targeted resources). Despite these achievements, however, little more than 1% of individuals with disability (i.e., only 850,000 of the 85 million people with disabilities in China) have acquired a higher education. Ongoing challenges include lingering stereotypical negative attitudes about the potential of individuals with disabilities, a lack of accountability with respect to the enforcement of regulations and laws protecting the rights of individuals to access education, restricted programs (e.g., only certain majors and programs are accessible to students with disabilities), inadequate resources (especially financial support for students with disabilities from rural and disadvantaged urban areas), inadequate supports (e.g., augmentative and alternative communication in classrooms, libraries and campus buildings), physical barriers (e.g., accessible `barrier-free` campuses as well as classroom environments), and supports for students with disabilities beyond vision, hearing and physical impairments. Continuing efforts are needed to change societal attitudes, to protect the rights of individuals with disabilities (especially in relation to access to and full participation in education and employment); and to support individuals with disabilities in achieving their educational goals. With continued efforts, it should be possible for more than 1% of individuals with disabilities in China to achieve higher education and as a consequence, more productive employment, greater self-respect and independence, and more fulfilling lives.