A Study On The Guarantee Of Compulsory Education For Children With Disabilities In China

As social vulnerable groups, disabled people’s education is always our focus. The compulsory education of disabled children is top priority. Since childhood is in the critical period of learning, the penetration of compulsory education and quality of education is related to the disabled children who can adapt to the society or not. The education development level of disabled children has become the important index of a country’s social development level. World program concerning disabled children points out: the member states shall ensure that people with disabilities have equal access to education opportunities, including the most severely disabled children enjoy compulsory education.With economic development, social progress, our country pay more attention to compulsory education of disabled children, a series of laws related to the education for disabled children have been published, such as the protection of disabled people’s rights, the compulsory education law, regulations on the education of the disabled and so on. At the same time, countries are also increasing funding for the disabled children’s education, state financial education funds of special education school increased year by year, special education school is increasing, and operating conditions are also gradually improving, the form of special education is increasingly diverse. In addition, the degree and the title of special education teachers have also been gradually improved. These have provided a guarantee for the education of children with disabilities.Although C hina has made a lot of effort in the education of children with disabilities, but there are still low enrollment rate and poor quality of education. For the following reasons, the first is that legal protection is imperfect.lacking in specific education law of disabled children, insufficient in the existing legislative aim, low level, less force, no legal basis for the specific operation. The second is the financial security is not adequate and evenly distributed in the inter-regional, inter-urban and rural areas, leading to the uneven distribution of special education schools in regional, urban and rural. The third is the lack of school construction. The regular school support security system is imperfect, the lack of barrier-free facilities and uneven distribution of special education school Between the urban and rural and regional. The fourth is the shortage of special teacher, student-teacher ratio is too large. At the same time, the teachers’ low degree, title and experience can’t meet the demand of personalized education for disabled children. This article hopes to seek for some useful practice to guarantee the compulsory education of disabled children through the advanced practice of developed country.