Barriers and Support: The Experience of Inclusive Education among Students with Disabilities in China
Saved in:
| Title: | Barriers and Support: The Experience of Inclusive Education among Students with Disabilities in China |
|---|---|
| Language: | English |
| Authors: | Yawen Xiao, Cui Yin, Wangqian Fu (ORCID |
| Source: | International Journal of Disability, Development and Education. 2026 73(3):462-483. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Students with Disabilities, Inclusion, College Students, Accessibility (for Disabled), Affordances, Barriers, Physical Disabilities, College Environment, Government Role, College Role, Family Role |
| Geographic Terms: | China |
| DOI: | 10.1080/1034912X.2025.2528198 |
| ISSN: | 1034-912X 1465-346X |
| Abstract: | Higher education plays a pivotal role in empowering individuals with disabilities by enhancing their social participation and overall quality of life. While student voices are essential for advancing inclusive education (IE) in higher education settings, there remains a paucity of empirical research examining the firsthand experiences of Chinese college students with disabilities (SWDs) regarding IE. To address this gap, this study investigated the educational experiences of SWDs in China through semi-structured interviews with five participants, identifying both protective and risk factors influencing their education journeys. The findings highlight four major barriers to educational advancement: physiological challenges, physical accessibility limitations, psychological obstacles, and institutional academic barriers. Conversely, key protective factors emerged, including government financial support, strong parental involvement, and the implementation of inclusive campus environments and practices within higher education institutions. These insights contribute to a more nuanced understanding of how to effectively promote inclusive higher education for SWDs across multiple dimensions. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504167 |
| Database: | ERIC |
| Abstract: | Higher education plays a pivotal role in empowering individuals with disabilities by enhancing their social participation and overall quality of life. While student voices are essential for advancing inclusive education (IE) in higher education settings, there remains a paucity of empirical research examining the firsthand experiences of Chinese college students with disabilities (SWDs) regarding IE. To address this gap, this study investigated the educational experiences of SWDs in China through semi-structured interviews with five participants, identifying both protective and risk factors influencing their education journeys. The findings highlight four major barriers to educational advancement: physiological challenges, physical accessibility limitations, psychological obstacles, and institutional academic barriers. Conversely, key protective factors emerged, including government financial support, strong parental involvement, and the implementation of inclusive campus environments and practices within higher education institutions. These insights contribute to a more nuanced understanding of how to effectively promote inclusive higher education for SWDs across multiple dimensions. |
|---|---|
| ISSN: | 1034-912X 1465-346X |
| DOI: | 10.1080/1034912X.2025.2528198 |
