Implementing inclusive education policy within higher education : an ecological case study on support networks for students with disability in Chinese local college
Date of Award
7-31-2024
Degree Type
Thesis
Degree Name
Dual Degree of Doctor of Policy Studies (DPS) and Doctor of Philosophy (PhD)
Discipline
Education Policy/Administration
First Advisor
Prof. LAU Ka Wai Maggie
Second Advisor
Prof. CHIU Mei-Shiu
Abstract
This study investigates the support networks for disability groups that have developed within higher education (HE) with the implementation of inclusive education (IE) policies. While international society advocates inclusivity in HE through policies such as the Convention on the Rights of Persons with Disabilities, and China has continuously strengthened legal protections around the right to education of individuals with disabilities, significant gaps persist in IE practices at the HE level. Past IE research has primarily focused on early and basic education, with relatively scant in-depth exploration, especially empirical exploration, of the HE phase, particularly in the Chinese context.
Employing a case study approach combined with bibliometrics and in-depth interviews, this research analyzes the academic support networks for IE in the global and Chinese HE fields, as well as the internal support networks for IE policy implementation within a local Chinese university. In particular, it emphasizes the roles and interactions within the actor network in IE practices, alongside reevaluating the understanding and implementation of the concept of disability. Utilizing Bronfenbrenner’s ecological systems theory as a conceptual framework, the study zeroes in on the IE support networks within HE, focusing on the support for students with disabilities and examining IE practices from a social justice perspective.
The findings indicate that despite some advancements in global and Chinese academic networks’ support of HE for people with disabilities, regional concentration and disparities exist, marginalizing China. In China, despite policy-level backing, issues such as inequitable resource allocation, the burden and responsibilities placed on teachers, and the communication challenges faced by students, remain major obstacles to IE policy implementation. The study argues that more localized and internationally informed IE practices rooted in the Chinese context are essential within HE support networks. Moreover, the study reveals that the deeper one’s understanding of disability, the more proactive one is in engaging with support networks and the more adept one becomes at identifying shortcomings in current policies. This study not only furnishes policymakers with valuable insights but also directs educators and researchers toward more diversified research, contributing to the promotion of educational equity and social integration for persons with disabilities.
Language
English
Copyright
The copyright of this thesis is owned by its author. Any reproduction, adaptation, distribution or dissemination of this thesis without express authorization is strictly prohibited.
Recommended Citation
Xie, Z. (2024). Implementing inclusive education policy within higher education: An ecological case study on support networks for students with disability in Chinese local college (doctoral thesis, Lingnan University, Hong Kong). Retrieved from https://commons.ln.edu.hk/otd_tpg/32/
