Exploring Experiences of Disabled Students Accessing Higher Education in China

The Department of Disability and Human Development presents a dissertation defense

Exploring Experiences of Disabled Students Accessing Higher Education in China

by

Yanling Li (Millie) Gould
Doctoral Candidate of Disability Studies

11.00 – 12.00 pm, CST
Thursday, April 25, 2024
Zoom (see below)

Abstract
This dissertation research study aims to explore disabled students’ personal experiences in accessing higher education in China. The guiding theoretical framework for this research is the Social Model of Disability, which argues that that it is not physical or intellectual impairments that disable people with challenges, but environmental barriers and social attitudes. In this qualitative study, semi-structured interviews were conducted with nine research participants about their personal experiences in the college application and admission processes. The constructivist ground theory was used for data analysis, interpretation of meanings, and deriving major themes from the qualitative interview data. The findings of this dissertation research study reveal some major barriers to disabled students attempting to access higher education in China. The major barriers are categorized into three major groups: 1) policy barriers, as reflected in the mandatory physical examination requirements; 2) attitudinal barriers, as reflected in the comments and responses of some admission officers; and 3) environmental barriers as reflected in the lack of accessibility and reasonable accommodations. Despite these formidable barriers, the research also demonstrates tremendous support that disabled students received during their academic pursuits in higher education. This includes support from their families, teachers and friends, high-ranking officials, and even strangers. The most striking findings are disabled students’ awareness of the unfair treatment and the social discrimination against them, and their insights on locating and identifying the barriers as social discrimination rather than their physical limitations. Students demand equal treatment, equal rights, and their place in society. The key highlights are that building communities of support is an essential starting point to break down systematic, institutionalized, attitudinal, and cultural barriers that people with disabilities face in China.

For individuals needing access accommodations, please send an email to DHDOSA@uic.edu by noon, Thursday, April 11th.

Zoom Info
https://uic.zoom.us/j/87386007211?pwd=cTJ6SHB1VTZ5NzdiV0xDVVN2b2xSdz09

Meeting ID: 873 8600 7211
Passcode: GVPseUP4