Research On The State Guaran Tee Of The Right To Education Of Disabled Children In China

The right to education as a citizen's constitutional right,its practice is a basic systematic project for Chinese citizens to realize cultural and educational demands.The promotion process should be hierarchical,in-depth,and comprehensive.Disabled children as an important part of our country's social members,their right to education has been increasingly paid attention by the state and society.The reason lies not only in the'specificity'of the education of disabled children,but also in the fact that the realization of the right to education for disabled children is related to the vital interests of the disabled groups participating in the social life and the development and comprehensive reform of the education industry in China.lt has become an important measure of social civilization and progress in our country.Since the founding of New China,influenced by the social economic development and the concept of national governance,education policy of China for disabled children has generally gone through three phases:marginalization,development,and promotion.In particular,since the reform and opening up,it has been achieved rapid development by the driven of internationalization,democratization,and other factors.At the same time,the protection systems for disabled children's education have also gone through a course of development from disorder to norms.However,in specific practices,there are still problems such as the low enrollment rate of children with disabilities,the confusion of educational methods,and the low quality of education.According to China's Constitution and related laws,the state,society,family,and school education institutions have legal responsibilities for the realization of the right to education for disabled children.And by effectively using public power,the state can carry out top-level design of its right to education from the legislative,administrative and judicial aspects,and provide a fundamental institutional guarantee for the successful realization of the right to education for disabled children.In the current theoretical community,there is relatively little research on the right to education of children with disabilities compared with the general theory of the right to education and the right to education of ordinary citizens.The specific systemic study on the state guarantees of disabled children's right to education is even more lacking.This article will analyze and study the issues of the state guarantees for the right to education for children with disabilities in China based on the existing theoretical research results at home and abroad,combined with the theory and practice of the protection of the right to education for children with disabilities,using literature,comparative research,field visits and research methods.And this article has five parts:The introductory part summarizes and introduces the research background of the right to education for children with disabilities,the domestic and foreign research review in related fields,and the significance of research,then discusses the necessity of state guarantees for disabled children's right to education.The first chapter lays a theoretical foundation for the article by summarizing and explaining the basic theories such as the right to education,the right to education for children with disabilities and the state guarantees.The second chapter combs the education status of our country's disabled children and the state guarantees system and practice,and analyzes and integrates the problems existing in practice.The third chapter compares the special education guarantee system between China and the United States,Japan,and Taiwan,then summarizes the positive results of advanced countries and regions in the education and protection of disabled children.In the fourth chapter,we explore and improve the state guarantees path for the right to education for disabled children in Chinaon the basis of related theories of the right to education,combined with China's education practice for disabled children,and absorbing advanced experiences from foreign countries and regions.