Experience of students with disabilities in inclusive and specialised education programmes in Chinese universities: a comparative qualitative study

While scholars continue to work on hearing voices from college students with disabilities (SWDs), these participants almost always receive higher education in a fully inclusive way. Yet, higher education placement options have not been limited to full inclusion in many nations. China has developed a ‘double track system’ to deliver higher education services to SWDs, consisting of Inclusive Higher Education Programmes (IHEPs) and Specialised Education Programmes (SEPs) since the 1980s. The aim of this study was to examine SWDs’ experience from a comparative perspective. This study adopted a qualitative design, and 9 SWDs from IHEPs and 8 SWDs from SEPs participated. A range of distinctions in SWDs’ experience perceived by the two parties were revealed. Specifically, five themes were identified: (1) admissions; (2) options of academic majors; (3) in-class learning; (4) learning motivations; (5) friendship and social networks. The study concludes that both modes of higher education programmes provide access opportunities for SWDs while functioning as places of marginalisation, academically or socially. China’s ‘double track system’ in higher education has been de facto an extension and inheritance of the three-tier special education system in elementary education. Generalised changes to the whole education system are still necessary to enhance the quality of education for SWDs.