Braden Nielson

Professor Riep

CHN 495

13 December 2013

Discrimination toward Disabled Students in China

Disabled students, anywhere in the world, arguably have

faced at least some discrimination when it comes to gaining an

education. Either they are assumed to be a distraction to the

learning process, not able to keep up with the material, or

struggle to interact socially with other students. This is a

global issue, where activists for the disabled community

worldwide have strived to promote equality, enabling students

with any type of disability to be able to function in a

mainstream school and to be fully integrated without

discrimination in any way. This paper will specifically explore

the situation in China, discussing in general all types of

possible disabilities (physical, visual, hearing, mental, etc.).

It will reveal how the Chinese government has been involved in

developing the foundation for equal rights in education, how

disabled students and their families are treated by the community

1

and schools, and how effective school administrators and the

community have attempted to merge both abled and disabled

students into one classroom. Research clearly indicates that

discrimination towards disabled students still exists in China,

yet through proper training of teachers and school officials and

a nation-wide effort to adapt to each other’s needs, disabled

students will indeed be able to function equally in the

mainstream school system.

In regards to the established education system in China,

there are four levels: primary education (ages 6 to 12) secondary

education (ages 13 to 18, which includes junior middle school,

senior middle school, and vocational school), and higher

education (ages 19 to 23) (Richardson, pg.12-13). The Chinese

government’s policy is to guarantee nine years of free compulsory

education, including six years of primary and three years of

secondary education, allowing children to begin primary school

when they are six years old.1

Of the 83 million disabled people in China (6.3 percent of

the population), 75 percent live in rural areas, 40 percent are

1 See bibliography, “Compulsory Education Law of the People’s Republic of China”

2

illiterate, and 15 million live on less than one US dollar a

day.2 Rural areas in general have always been at a disadvantage

in proper funding for schools, as rural governments have less

money available to budget to their local school system;

therefore, there has been a large gap in the general school

quality between the rich coastal regions and the poorer inland

regions (Wang and Zhao). Although the National Bureau of

Statistics in China estimate having only 83 million disabled

persons, this is likely an underestimate, as the World Bank

estimated in 2011 the global disability prevalence rate to be

approximately 15 percent.3 Therefore, there is an estimated 200

million disabled people in China, more than half of which who are

unaccounted for. This most likely also means that there is even a

larger percentage of disabled people who may be illiterate.

Attending school, therefore, puts disabled children in a minority

and subjects them to stereotypes of not being able to fit-in,

being a distraction to other classmates, or not having the

2 See bibliography, “National Bureau of Statistics of the People’s Republic ofChina”3 See bibliography, “World Report on Disability,” 2011

3

capacity to learn at the mainstream level, which in turn brings

unmerited discrimination.

The Chinese government, through legislation, has presented

itself as a strong supporter of people with disabilities both

domestically and internationally. It passed the Law on the

Protection of Disabled Persons (LPDP) in 1990, which states that

it was established for the “purposes of…developing undertakings

for disabled persons, and ensuring their equal and full

participation in social life and their share in the material and

cultural wealth of the society.”4 This law also established what

it meant to be disabled, stating that a person with disabilities

refers to “one who has abnormalities of loss of a certain organ

or function, psychologically or physiologically, or in anatomical

structure and has lost wholly or in part the ability to perform

an activity in the way considered normal.”5 The Chinese

government also further issued administrative regulations,

including the Regulations on the Education of People with

Disabilities (REPD) in 1994,6 which protected the rights to 4 See bibliography, “Law on the Protection of Persons with Disabilities,” art.15 See bibliography, “Law on the Protection of Persons with Disabilities,” art.26 See bibliography, “Regulations on Education of Disabled Persons”

4

education, employment and accessible environments for people with

disabilities. Essentially, according to legislation, the Chinese

government expresses its stance on equality for any person with a

type of “abnormality.”

Furthermore, in 1988, the Chinese government established the

China Disabled Persons’ Federation (CDPF) under the son of Deng

Xiaoping, Deng Pufang, who has paraplegia (Stein, 20). This

became a “quasi-government nongovernmental organization, to

engage in otherwise non-viable advocacy efforts” for the disabled

community (Stein, 21), essentially meaning that it would function

as a private supporter to represent, serve, and manage affairs

relating to people with disabilities. It is ultimately the CDPF

that is responsible to help assist the Ministry of Education in

implementing education programs designed to help merge both the

disabled and abled students into the same classroom.7 The extent

of their assistance, however, is difficult to measure, as this

paper will reveal several cases of discrimination that currently

exists in the Chinese education system. Many of the issues

related to discrimination toward disabled students still seem as

7 See bibliography, CDPF, “Education”5

if it will take many years and nation-wide effort to fully

eliminate. This paper will clarify that simply establishing

legislation without proper enforcement does not ensure complete

equality for disabled students in China.

There have been different responses of disabled students as

to how they have been treated by their peers in school. Some have

been treated well, while others claim to have been bullied or

treated badly by their fellow students (Richardson, 44). For the

more positive instances of ways disabled students are treated,

one article mentioned how a student who couldn’t use his legs was

routinely carried every day by other students in the school up

and down the stairs to their classroom,8 and another where

schools dedicate their funds to assist financially the few

proportion of disabled students to have the resources they need

to keep up with the speed of each lecture (Xiao). Thankfully,

these types of experiences exist. However, the vast majority of

experiences expressed in the media and criticized by human rights

activists are where disabled students experience discrimination

in some way.

8 See bibliography, "Disabled Child cannot walk, Students in his class take turns carrying him”

6

One 17-year-old girl with physical disabilities was

interviewed by the Human Rights Watch organization, where she

admitted that she prefers special education school, primarily

because she was bullied and looked down on by other students

(Richardson, 44). Another student scored among the top 150 scores

on the college entrance exam in Hunan province, only to be denied

admittance to high level universities, where many schools

pretended the reason to be because her “scores were too high”

(Rosenthal), rather than stating that it was because of her

physical disability (a limp in her leg due to a misplaced

injection). She reportedly experienced low self-confidence,

feeling denied not only by the schools, buy by society itself.

Even Parents of children with disabilities have commented on

how discrimination sometimes effects them. One article mentioned

how a parent said, “We all want to be accepted; who then is

willing to publically acknowledge that their child has a

disability?”9 It later also mentioned how a disabled student’s

desk partner asked their teacher to switch seats because they

were afraid the hearing impairment of the disabled student was

9 See bibliography, "Xu Zhou special school for disabled students makes integrated learning very difficult”

7

contagious. Parents of disabled children want an integrated

classroom, but struggle to see their children suffer consequences

of discrimination and bullying.

The problem that exists, therefore, is just as Simi Linton,

an activist for disabled people’s rights, described when she said

that society has “hid” disabled people:

“We have been hidden—whether in the institutions that have confined us, the attics and basements that sheltered our family’s shame, the “special” schools and classrooms designed to solve the problems we are thought to represent, or riding in segregated transportation…the public has gotten so used to these screens that as we are now emerging, upping the ante on the demands for a truly inclusive society, we disrupt the social order.”(Linton, pg. 3)

With disabled people learning to find ways to weave

themselves into society, with technology developing to allow

practically any impairment no longer be a hurdle in the common

customs of culture, people are struggling to accept and not

discriminate against, as Linton put it, this “disorder.” As the

above examples indicate, students and parents alike are still

struggling to accept the fact that Chinese disabled students can

be accepted into a mainstream school without disruption. Schools,

the government, and institutions as well have all struggled to

find ways to merge Chinese students into their programs (for

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instance, most companies are required to have at least 1.5

percent of employees be disabled,10 but most fail to do so). The

exclusion of disabled students from mainstream schools is not

because of the student’s incapability, but because of the lack of

resources, tools, or stamina of school officials to adapt to a

new culture, a new procedure that can accommodate all kinds of

students.

According to a series of interviews by the Human Rights

Watch with disabled students and their parents, students were

denied access to education mainly because of a school’s inability

to adapt (Richardson, 25). A visually impaired student was denied

education when the official in charge of student discipline was

“afraid of the responsibilities” (pg. 25), a parent witnessed how

her physically disabled son was unable to be enrolled, despite

being at a higher academic level than other students that were

accepted, and lastly, a third parent expressed how her child

couldn’t attend kindergarten because his physical disability

would “affect the other kids” (pg. 26).

10 See bibliography, “Facts on People with Disability in China”9

The lack of resources or lack of energy devoted toward

integration may very well be tied to the competitive nature of

China’s education system. Schools are almost run like a business

(Yong), competing for students that are consistent in receiving

high scores on tests and also competing for recognition of the

government. The more students from one school admitted to the

higher level universities, the higher bonuses the teachers and

school administration may receive and therefore the more

resources they will obtain to support their educational programs.

This competitive nature among schools has made it so children

with disabilities are often seen as a burden to their established

system (Richardson, 26). Rather than attempt to fully merge

disabled students into their classrooms, schools deny them,

assuming they will hurt their ranking, a ranking that ensures

more resources and funding.

It is clear that discrimination in education is perhaps one

of the most frustrating issues for disabled children’s parents,

the children themselves, and activists for disabled people’s

rights. Such people may ask, “Why can’t schools just train their

teachers to teach these types of children?” “Who says these

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children will distract other children when they are just as smart

as, if not more so, than the other students?” It was these

concerns that inspired the Golden Key Research Center of

Education for the Visually Impaired, a non-profit organization

based in Beijing, to determine if it was at all possible to

integrate children with disabilities (specifically, in this case,

the visually impaired). The “Golden Key Project”, explained

briefly below, shows that children indeed can be integrated into

schools with proper teacher training and appropriate resources

for the student (Smith, 72).

The Golden Key Project took place in inner-Mongolia and ran

from 1999 to the end of the 2002-2003 school year. The location

for the project was selected specifically because of its drier,

drought-prone, and harsh climate. It is an area where most people

are farmers and live on very low levels of income (Smith, 73).

The philosophy was that “if inclusion of visually impaired

students was possible in Inner Mongolia, it would be possible

anywhere else in China” (pg. 73).

As the ratio for visually impaired students and mainstream

schools was essentially one to one, the project focused on

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selecting one teacher from each school and giving them specific

training that would enable them to teach to the needs of the

visually impaired student(s) that attended their school (Smith,

74). The training included helping teachers understand the

psychology of these children, the relevant educational policies

they need to succeed, Braille teaching methods, and also the way

these students communicate socially (Smith, 75). In short, the

Golden Key Research Center trained and taught on all aspects that

would effect and contribute to a visually impaired student’s

education.

With teachers receiving appropriate training, the research

center also made sure each county had specific supervisors

responsible for all visually impaired students in the county.

This included providing support or assistance to the teachers,

regulating the progress of each student, and making sure that

each school had appropriate access to the resource centers that

hold all necessary equipment a visually impaired student may need

in the classroom (Smith, 76). This would include computers,

printers for Braille script, certain hand-held magnifying

devices, etc.

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The enrollment rate for visually impaired students prior to

the project, as with most rural areas in China, was essentially

zero, as the teachers before the project began had no training

whatsoever on how to work with disabled children (Smith, 73).

Visually impaired students, instead, would attend one of the two

available schools for the blind (20 student capacity for each

school), meaning only 40 of the 2,000 plus visually impaired

students were receiving some sort of a basic education (pg. 73).

The impact of the project is as follows: by 2002 the project

had already integrated 783 visually impaired students in 48

counties (Smith, 78). Within these counties, this number

represents a 98 percent enrolment rate for visually impaired

children. The project says that 80 percent of these children

received an “excellent” or “good” score on academic exams,

measured by the same standards as other children in the school

(pg. 78). The students were able to “follow the class lesson and

participate both academically, socially and physically. They are

able to do most if not all of the academic work of their peers”

(pg. 78).

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This project proves that, despite what most mainstream

schools claim, there is a method to integrate disabled students

into a mainstream school. This project “provides a model of

effective project implementation, monitoring, community support

and evaluation, and has the potential to influence education for

the millions of children with disabilities in China” (Smith, 70).

Local educational bureaus are in no way under obligation to

accept this model into their school system, but it goes to prove

that if schools in China so desired, resources are there to help

them create a school that is accessible to disabled children

throughout the nation.

To reiterate, most schools choose not to adopt this type of

program simply because of the competitive nature of the schools

in China. It will take active and steadfast effort to change most

schools’ educational programs to integrate disabled students, an

effort most school teachers and officials are not willing to

take, at least not yet.

One interesting result of the project was that the Golden

Key Research Center discovered that the community attitude began

to change toward children with disabilities. In the few years

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during the project, parents felt less ashamed of their disabled

children and people understood more clearly these kinds of

children’s abilities rather than their disabilities (Smith, 79). The

project was able to improve this awareness while at the same time

maintain the education standards for all students in a mainstream

school.

While this project was a success, it is easy to wonder, “Why

don’t these children simply choose to attend a special education

school?” In fact, most education administrators in China prefer

disabled children to do so. One Human Rights Watch article goes

into more depth on this issue, as most disabled children’s

parents prefer not to take that option:

“These schools not only separate children with disabilities, they are also few and far between. Even if there is such a school nearby, children with disabilities might still be unable to attend. In the special education system, students are divided according to type of disability…and few schools accept those with autismand other disabilities outside of the official categories. For many families, the mainstream schools are likely to be their only option. But when those schools reject the children, there is nowhere else to turn.” (Maya Wang, Human Rights Watch)

The two broadest categories for special schools are schools

for the deaf and schools for the blind (Wang). One of the smaller

categories are schools for children with mental disabilities,

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down syndrome or even autism, for example. For students with

these disabilities and others, including physical disabilities or

perhaps speech impairments, the chances of a school being close

by is slim to none. As noted at the beginning of the paper, the

percentage of disabled people in China is estimated to be about

15% of the population. To estimate the percentage of disabled

student-age people and then the percentage of students with a

specific type of disability within the population, the percentage

gets lower and lower, making the chances of a nearby special

school specific to a unique disability to get even lower as well.

Mainstream schools, as Maya Wang mentions, is the best, most

convenient and appropriate option to education for disabled

students. It provides the highest quality education and allows

disabled students to be an integral part of the “normal” society.

Much of what disabled children and their parents are

experiencing in China are embodied in the Chinese film, Breaking

the Silence, released in 2000. A brief background of films on

disability will be appropriate here to help understand the

implications of this film in society.

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Following the death of Mao Zedong and the micro-controlled

cultural revolution, where culture, film, and books were all very

closely regulated by the government, the film industry in China

“saw a whole host of changes that would not only permit increased

representation of disability, but would actively promote it…

Scriptwriters and directors were now freed from stereotype and

formalism and thus felt more able to explore social and personal

concerns…the focus had shifted to human relationships and

emotions” (Dauncy, 490). Films on disability eventually had a

global impact, as the industry was recognized by the United

Nation’s International Year of Disabled People in 1981and then

the United Nation’s Decade for Disabled Persons, 1983-92 (Dauncy,

492). These events were able to help eliminate many people’s

concepts about disability, but of course also helped in “raising

the profile of disabled people and disability rights around the

world’ (pg. 492).

Breaking the Silence, therefore, is one of the many films that

helped contribute to help society understand the lives of

disabled people, and in many ways, still allows people to be even

more sympathetic to their situation. The Chinese and even

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international audience welcomed these films as these films became

some of the most popular in China, especially as they focused on

human emotions, feelings, and struggles, much of which the Mao

period would not allow.

In the movie, Sun Liying, a divorced mother caring for her

hearing impaired son, Zhengda, watches as her son fails to pass a

speech test at the mainstream school in their home town and is

encouraged by the principal to take him to a special school for

the deaf. As most parents feel in China, Liying refused to

believe her son was in any way different or less capable than the

other children. Unfortunately for her, however, because her son

did not pass the test, she had to wait until the next testing

period before Zhengda would be allowed a chance to enroll again

in the school.

The rest of the film shows how Liying does all she can to

properly teach Zhengda how to speak properly (as most parents in

China have to teach their disabled children at home), and how

desperately she tries to get Zhengda a new hearing aid after one

of them broke during a fight Zhengda had when bullied by other

children. The film helps the viewer realize that in addition to a

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parent’s discriminated and excluded child, the parents themselves

are often discriminated, bullied, or taken advantage of. Liying

had very few true friends that would help her, she was abused and

nearly raped by a man she cleaned a house for, and she had to

take low-end jobs in order to be home with her son to teach him

(her husband had actually divorced her; Liying assumes it is

because she couldn’t bear him a normal child).

In fact, the film reveals the truth of a statement made by

Erving Goffman, a famous sociologist of the twentieth century. In

his book, Stigma, he says that as disabled people attempt to fit

into society, they attempt to “correct [their] condition

indirectly by devoting much private effort to the mastery of

areas of activity ordinarily felt to be closed on incidental and

physical grounds to one with [their] shortcoming” (Goffman, 10).

In this film, it was Zhengda’s mother that was encouraging this

effort. The movie helps the viewer understand that the pain and

anguish Liying went through to get Zhengda to “fit in” shouldn't

be necessary, especially as the purpose of getting Zhengda to be

“normal” was simply because she knew he deserved a quality

education. The film implies that the school itself should have

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been able to work with Zhengda. It seems incredibly unfair and

unfortunate that this young boy and struggling mother go through

such heartbreaking hardships to get something they already

deserve.

The end of the film never revealed whether Zhengda was able

to be enrolled in the school again, but it ended with Zhengda

realizing that he had a disability and was different from other

children, something his mother was too afraid to admit to him.

Zhengda also seemed determined to succeed and not let it get in

his way. The film exposed the unresolved issue in China, where

disabled people are almost unconsciously discriminated against.

The school unapologetically denied Zhengda help, his mother was

forced to stay at home and teach him rather than getting a good

promotion in another job, and children would laugh and tease

Zhengda for having to wear hearing aids. The film left the viewer

with a stronger understanding and sympathy towards what disabled

students and their families experience in trying to find proper

education. The film also encourages people to take a stronger

initiative in promoting equal education throughout China,

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especially as many parents and students are too afraid of

discrimination that could follow if they stood up for themselves.

To express the thoughts of Simi Linton, again, she described

how the world lives in a “divided society” (Linton, 34). She

mentions how there have been specific “social models” (pg. 37)

that have been developed that ultimately determine the way

disabled people are able to participate in society. The list of

the six different variations of participation are described

briefly below:

1. “Pariah,” where disabled people are denied claims to succor

and “are deemed a threat to the group itself” (pg. 38). For

a simple example, this is evident when schools deny children

in China education because of the threat it has on the

school’s competitiveness for teacher bonuses or government

recognition.

2. “Economic and Social Liability,” where disabled people are

“seen as impairing the economic well-being, as well as the

vitality and viability of a society” (pg. 45), similar to

how Chinese students are forced to the under-funded special

schools rather than having school funds being directed

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toward teacher training, as disabled students seem more of a

liability rather than a strength to the school’s programs.

3. “Tolerant Utilization,” where disabled people “are allowed

to participate [in society] to the extent that they have the

ability to fulfill certain roles and duties designated by

the nondisabled majority as necessary” (pg. 51). In China,

the majors available for disabled university students are

extremely limited. For instance, at many universities,

“blind students can only study acupuncture and massage,

while those who are deaf can only study design, painting,

sign language interpretation and computers” (Yao). Many

disabled students have been known to leave the country to

seek education other than the major universities allow them.

4. “Limited Participation,” where disabled people’s roles and

status “are largely derived from their ability to be

productive in terms of the standards set by the dominant

majority” (pg. 53) (i.e. being accepted only when they prove

they can “keep up” with the norm). To avoid redundancy, this

is also evident when schools are very quick to refuse

students with disabilities because of how they slow down a

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classroom (unless the teacher is trained to integrate them,

of course).

5. “Laissez-Faire,” which explains how the disabled person’s

family and community provide varying degrees of support for

disabled people, whether they are able to work or not (yet

does not work toward accommodation and equity with respect

to them, only to providing for them) (pg. 53). The Chinese

government has been known to help fund special educational

schools (Yao), yet few reports show how the government

supports teacher training to help disabled students merge

into mainstream schools, which is ultimately the only way

disabled children will receive an equal education.

6. “Participation and Accommodation,” where there are

“concentrated efforts to accommodate all members of the

group and to adapt the procedures and standards typically

imposed to reflect a range of abilities, interests, and

needs” (pg. 54). For any activist in disability rights, this

is what they fight for. This paper mentioned the Golden Key

Project which embodied the values in this category. Teachers

were trained properly, the community was comfortable

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accepting families with disabled children, and schools were

provided the funds and resources necessary to include

students with, in this example, visual impairments.

This list reveals that disabled Chinese students live in the

divided society explained by Linton. Each category represents

different issues Chinese students face, each, except for the

sixth category, exposing different ways in which students can be

discriminated. It is a very comforting fact that the training

model developed by the Golden Key Project has been proven to work

to properly and appropriately include disabled students into a

mainstream classroom. However, as Linton indicates, it is the

social model developed by the community that will determine how

students in their community are allowed to participate in

society. Some communities have a sound educational system

established that allows disabled students to participate without

any discrimination at all, while others completely reject even

the idea of having any sort of disabled student enroll in their

school.

This research shows that resources and legislation are

already in place to ignite the process of eliminating

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discrimination towards disabled students. It is individual

communities, however, that must ultimately choose to adopt these

principles and apply them to their individual schools. Perhaps

this requires the Ministry of Education to alter their methods of

rewarding teachers a bonus for their students high test scores.

Frankly speaking, regardless of how it gets accomplished, schools

need to change their focus from being the most competitive to

being the most integrated, where they ensure their entire

community has access to their programs. The success of programs

such as the Golden Key Project proves that the quality of

education does not need to change; it is only some of the

methodology and training that needs to be adjusted. Ending

discrimination is simply a decision that is made by each

individual community. Though it is difficult to measure when

discrimination will end, it is reassuring to know that as

technology and intelligence is strengthened throughout the world,

the resources and programs available to disabled students will

only get more enhanced and stronger at contributing to the

integrating process.

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Works Cited

1. Breaking the Silence. Dir. Sun Zhou. Perf. Li Gong, Xin Gao, Jing-Ming Shi. 2000. DVD.

2. Compulsory Education Law of the People’s Republic of China (中中中中中中中中中中中中, CEL), adopted in 1986 and amended by the National People’s Congress on June 29, 2006, and effective since September 1, 2006, art. 11.

3. CDPF, “Education” (中中), undated, Web. 12 Dec 2013.

4. Dauncey, S. "Screening Disability in the PRC: The Politics of Looking Good." China Information 21.3 (2007): 481-506.

5. "Disabled Child cannot walk, Students in his class take turns carrying him” (中中中中中中中中 中中中中中中中中中中.) SINA. 中中中中, 6 Feb. 2013. Web. 11 Dec. 2013. <http://news.sina.com.cn/s/p/2013-02-06/134726221875.shtml>.

6. Facts on People with Disabilities in China. Rep. International Labor Organization, 6 Aug. 2008. Web. 12 Dec. 2013.

7. Goffman, Erving. Stigma; Notes on the Management of Spoiled Identity. Englewood Cliffs, NJ: Prentice-Hall, 1963.

8. "Law on the Protection of Persons with Disabilities." Law on the Protection of Persons with Disabilities. China Disabled Persons Federation, 10 Apr. 2008. Web. 12 Dec. 2013.

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9. Linton, Simi. Claiming Disability: Knowledge and Identity. New York: New York UP, 1998.

10. National Bureau of Statistics of the People's Republic of China, “Report and explanation of the major figures in the second sampling survey of people with disabilities in 2006” (2006 中中中中中中中中中中中中中中中中中中中).

11. National Bureau of Statistics of the People's Republic of China, “No.2 report and explanation of the major figures in the second sampling survey of people with disabilities in2006” (2006 中中中中中中中中中中中中中中中中中中中 中中中中（ ）).

12. Regulations on Education of Disabled Persons (中中中中中中中, REPD), promulgated as State Council Decree 161, on August 13, 1994, 6 Nov 2006. Web. 12 Dec 2013.

13. Richardson, Sophie. "As Long as They Let Us Stay in Class": Barriers to Education for Persons with Disabilities in China. [New York, NY]: HumanRights Watch, 2013.

14. Rosenthal, Elisabeth. "College Entrance in China: 'No' to the Handicapped." The New York Times. The New York Times, 23May 2001. Web. 13 Dec. 2013

15. Smith, Stanford. "Inclusive Education Initiatives for Children with Disabilities." Unicef (March 2003): 71-85. 

16. Stein, Michael Ashley. "China and Disability Rights." Rev. of “The Significance of the United Nations Convention on the Rights of Persons with Disabilities.Loyola of Los Angeles International and Comparative Law Review 1 Sept. 2010: 7-26.

17. Wang, Maya. "Chinese Children with Disabilities Denied Access to Education." Human Rights Watch. Human Rights Watch, 17 Sept. 2013. Web. 29 Nov. 2013.

18. Wang, Wen and Zhao, Zhirong. “Public Budgeting and Financial Management Development in China' Symposium,”

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Journal of Public Budgeting, Accounting & Financial Management, May 17, 2010, web. Accessed December 11, 2013.

19. World Health Organization and the World Bank, “World Report on Disability,” 2011, http://www.who.int/disabilities/world_report/2011/accessible_en.pdf (accessed December 11, 2013).

20. Xiao, Yiting. "Shi Jiazhuang city poor disabled studentreceives financial aid” (中中中中中中中中中中中中中中中中中.) 鸟鸟鸟. N.p., 6 Feb. 2012. Web. 11 Dec. 2013.

21. "Xu Zhou special school for disabled students makes integrated learning very difficult” (中中中中中中中中中中中中中中中中中中中中.) JSQQ. 中中中中, 13 Oct. 2013. Web. 11 Dec. 2013. <http://js.qq.com/a/20131022/007415.htm>.

22. Yao, Yang. “Education Elusive for Children with Disabilities.” China Daily, 18 Sept. 2013. Web. 02 Dec. 2013.

23. Yong, Zhao. "What Are High, Really High, Test Scores Worth: Competition among Schools in China." Education in the Age of Globalization. N.p., 19 June 2010. Web. 11 Dec. 2013

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