Abstract
Inclusive higher education is a path to protect the educational rights of university students with disabilities. University teachers’ attitudes toward students with disabilities, and towards their inclusion in universities, are a key factor that will affect the development of inclusive higher education. This study used a questionnaire to explore an overall perspective of how university teachers in China view inclusive higher education from emotional, cognitional and conative aspects. Their responses suggest that university teachers in China have positive emotion and cognition toward the rights of students with disabilities to receive higher education; the teachers do, however, appear to lack motivation, relevant knowledge, skills, and effective strategies to cope with the students’ special needs. This suggests that effective implementation of inclusive higher education must be supported by an effective service center for those who have disabilities, a support network of professionals, and an administrative support system for teachers and students.
Highlights
1.1 Inclusive EducationCRPD and the Chinese RegulationsThe expression “inclusion” came into wide use in China in the late 1980‟s. Discussion regarding inclusive education typically concerned equitable access and participation of students with disabilities (SwDs) in education at elementary and middle school levels
Their responses suggest that university teachers in China have positive emotion and cognition toward the rights of students with disabilities to receive higher education; the teachers do, appear to lack motivation, relevant knowledge, skills, and effective strategies to cope with the students‟ special needs
Eight types of disabilities were listed for choosing, which included: visual impairment, deafness or hearing loss, psychiatric disorder, physical disability, learning disability, speech disorder, chronic illness and multiple disabilities
Summary
1.1 Inclusive EducationCRPD and the Chinese RegulationsThe expression “inclusion” came into wide use in China in the late 1980‟s. Discussion regarding inclusive education typically concerned equitable access and participation of students with disabilities (SwDs) in education at elementary and middle school levels. Discussion regarding inclusive education typically concerned equitable access and participation of students with disabilities (SwDs) in education at elementary and middle school levels. With the Ratification of the CRPD, China has made a concerted effort, both in policy and in practice, to protect and improve the educational rights of people with disabilities. The “Outline of national medium and long-term educational planning and development (2010-2020)” and the two-phrases “Promotion plan of special education” of 2014-2016 and 2017-2020, are seen as the most important (special) educational regulations in China in the 21st Century, and improving inclusive education is a major concern throughout the entire educational system in China. 1.2 Higher Education for Students with Disabilities in China. In China, access to higher education for SwDs commenced in the 1980s with two types of programs being available. Specific majors at regular universities (Note 1), or at special education colleges, admitted students who have visual impairments, deafness or hearing loss, or physical disabilities. Until 2010, there were 30,000 SwDs in regular universities which was 8 to 10 times greater than the number of those attending special education colleges (Xu, 2012)
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