Stakeholders’ perceptions of equity in providing special education and inclusive education services in China: Zero rejection and multiple provision mechanisms

A zero-rejection policy was adopted by the Chinese government to ensure that educational services are accessible to learners with a range of different needs. This included multiple provision mechanisms to ensure equal learning opportunities and a sense of belonging. This study highlights the existing gaps between males and females, basic and primary schools versus high and vocational schools, as well as urban and rural areas. Interviews with nine Chinese stakeholders provided insightful perspectives as attributions for such observed gaps. Several factors can explain the gender difference, including social (parents prefer to keep girls at home), biological (men are more vulnerable to disabilities), and demographic (males outnumber females). The disparity between rural and urban areas is caused by the movement of workers towards industrialized areas in search of work and thereby increasing the number of learners, requiring additional educational facilities. There are many rural areas that are scattered over a large distance which makes it difficult to open schools in all places. The enrolment is likely to be higher in primary and middle schools due to free compulsory education since parents tend to have difficulties managing tuition fees and living expenses for younger children attending high or vocational schools.