The Study On The Fair Problems Of The Current Higher Special Education In China

The disabled is a special social group, although they cannot live like normal people due to some vision, hearing, or physical disability, yet they still have the desire and rights to participate in social life and to receive of the higher education. With the deepening of the higher education popularity in our country, the government and the public pay more and more attention to the development of higher special education career. However, compared with the ordinary higher education in our country and the higher special education in some developed countries, the higher special education in China still exists a large gap, and the most prominent is the unfair problems of higher special education. How to further promote the higher special education equity, and make the disabled integrate into the society better and serve the society are urgent needs to realize the education fair, and promote the comprehensive development of Chinese society constantly. Since the mid-1980s, the higher special education in our country has made great development, its results mainly embodied in the following four aspects:strengthening the higher special education legislation; expanding scale of the construction of higher special education colleges and departments; owning its characteristics in School-running mode; making great progress in higher normal special education. The unfair of higher special education in China, however, still exists, the centralism manifests in the following three aspects:firstly, higher special education related laws and regulations are not soundly; Second, the education resource allocation is not balanced, such as small scale and teaching institutions distribution being unreasonable, single major setting and education level is not high, insufficient number of full-time teachers and the specialized level is not high; Thirdly, the social employment exclusion is more apparent, this mainly includes employment concept exclusion, employment system and labor market exclusion. Therefore, the broad concepts of the improving fairness of higher special education are that we should adhere to people-centered policy, realize the equality of education right and share the education resource. It is the feasible countermeasures to promote our country’s higher special education fairness of establishing and improving the relevant laws and regulations of higher special education, rational allocating of education resources, and gradually eliminating various social exclusion for disabled people.