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“As Long as They Let Us Stay in Class”: Barriers to Education for Persons with Disabilities in China
Across China, children and young people with disabilities confront discrimination in schools. This report documents how mainstream schools deny many such children admission, ask them to leave, or fail to provide appropriate classroom accommodations to help them overcome barriers related to their disabilities. While children with mild disabilities are in mainstream schools where they continue to face challenges, children with more serious disabilities are excluded from the mainstream education system, and a significant number of those interviewed by Human Rights…
Abstract
This paper uses a large nationally representative survey data to examine the impact of China's rural–urban migration on high school attendance of left-behind children by disentangling the effect of remittances from that of migration. The results show that the absence of adult household members has a negative impact on the high school attendance of left-behind children in rural areas, while the remittances can partially compensate for this loss. The effects are especially prominent for girls and those children from poor households since girls are usually disadvantaged in rural…
The People’s Republic of China issued its third and fourth combined report on the implementation of the Convention on the Rights of the Child in June 2012, which is due to be examined by the Committee on the Rights of the Child at its 64th Session, taking place from 16 September to 4 October 2013 in Geneva.
Among information provided by the Government of China relating to children’s care, including sections addressing Family Environment and Alternative Care, the following is noteworthy:
- In December 2007, the National Information System…
Programmes for the rapidly increasing numbers of children affected by HIV/AIDS, especially orphans, have highlighted psycho-social support as a primary requisite for provision in response to the effects of the epidemic. But defining and demonstrating what this means in practice has bewildered many staff who are setting out to design programmes and work with children. Sometimes the term has been taken to mean counselling, or conflated with counselling (1), or other personal, individual therapeutic interventions. In short, there appears to be a perception that an emphasis on psychology, or…