The Beijing Forum on Human Rights has drawn attention once again to the state of education for disabled students in China. Amidst reports of discrimination and exclusion, human rights experts have announced policy recommendations aimed at making education more accessible for children with disabilities.
Conference participants learned that according to China’s Education Ministry, 28% of children with disabilities are not enrolled in school. Mainstream primary schools often lack appropriate facilities and teachers trained in special needs education. Though special needs schools can generally provide more support, students with intellectual disabilities often struggle to find a place and are passed over in favor of students with physical disabilities. In higher education, few universities accept students with disabilities, and those that do often restrict the subjects they may study.
In response to the discouraging statistics, the China Society for Human Rights has urged the government to increase spending on education for disabled students.
Ye Xiaowen, Vice President of the Society, told the conference that equal access to education is not only a human rights issue, “but also has a direct bearing on the sustainable development of our Chinese nation.”
According to Ye, removing educational barriers would lead to vast improvements in quality of life and securing a bright future.
Zhou Haibin, program officer from the International Labor Organization, told China Daily that the Chinese government should also adopt an inclusive education plan that focuses on the future, addressing issues like employment and vocational education.
“This needs more commitment from all aspects of society,” said Zhou. “It not only means an education system that recognizes and meets the learning needs of all students, but also an effort to achieve social inclusion for the disabled community.”
The Beijing Forum on Human Rights ran September 12-13, 2013, and included 100 participants from 33 countries.
Creative Commons Love: Alan Ye on Flickr.com
Written by Carla Drumhiller Smith