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Uses a conceptual framework and policy context to explain why, despite CEE accommodations introduced and expanded through advocacy, very few visually impaired students access mainstream higher education. Illustrates participation gaps with CEE Braille application data from 2014–2021 and discusses comparative educational attainment, barriers, and limited mainstream inclusion. Centers China’s policy landscape and disability rights advocacy while outlining pathways and constraints for inclusion.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/current-issues-in-comparative-education-cice-opportunities-and-challenges-an-examination-of-educational-landscape-for-people-with-visual-impairment-in-china-winter-2022/600119/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/current-issues-in-comparative-education-cice-opportunities-and-challenges-an-examination-of-educational-landscape-for-people-with-visual-impairment-in-china-winter-2022/600119.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper use to illustrate the participation gap for visually impaired students?","Question",{"text":112,"@type":113},"It presents Table 1 comparing the number of overall CEE candidates with the number of students with visual impairment applying for Braille paper, showing minimal counts each year from 2014 to 2021.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},600119,1792547088,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":137},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Current Issues in Comparative Education (CICE), Volume 24, Issue 1, Winter 2022  \nOpportunities and Challenges: An Examination of Educational Landscape for People with Visual Impairment in China  \nLuanjiao Hu  \nJohns Hopkins University  \nGlobally, increasing attention has been paid to disability inclusion in the education sector, from international development to national policymaking. Discussions on inclusive education appear in various conferences, events, policy briefs, academic articles, and global reports. The 2020 Global Education Monitoring Report centralizes inclusion in education, advocates the message of “All Means All”, and highlights inclusive education as its core recommendation (United Nations Educational, Scientific and Cultural Organization, 2020). In the context of increasing global discourse around disability inclusion in education, how does education for people with disabilities fare at local and national levels? Building on the author’s prior research experience and connection to disability rights movement in China, this study sets out to explore the educational landscape for a specific population – Chinese people with visual impairments, and identifies various challenges and opportunities facing education inclusion in greater details.  \nIntroduction  \nCai lost his sight at age 10 and attended mainstream primary and middle schools in China, with the help of family members and friends who read the school learning materials to him. When Cai applied for accommodation to take the national College Entrance Exam (CEE), his request was denied and Cai was not able to take the Exam (China News Net, 2017) . Hence, Cai did not go to a mainstream higher education institution in China as a CEE score is a prerequisite to be admitted.  \nThe Chinese government issued several policies to guarantee the provision of reasonable accommodations for people with disabilities (PWD) during the national CEE in the last decade. This means people with visual impairment (PWVI) like Cai should be provided with reasonable accommodation if they take the CEE. The breakthrough took place in 2014 as a result of years of disability advocacy (Ma & Ni, 2020) . Yet, after the policy change, data show that very few Chinese students with visual impairment (especially those with blindness) are accessing mainstream higher education (see Table 1 below) .  \n© 2022, Current Issues in Comparative Education, Teachers College, Columbia University. ALL RIGHTS RESERVED. Current Issues in Comparative Education, 24(1), 96-113.  \nOpportunities and Challenges  \nTable 1  \nNo. of Overall Students Taking CEE VS No. of Students with Visual Impairment Applied for Braille Paper in CEE  \n\n| Year | No. of overall students taking CEE | No. of students with visual impairment applied for braille paper in CEE |\n| --- | --- | --- |\n| 2014 | 9.39 million | 1 |\n| 2015 | 9.42 million | 8 |\n| 2016 | 9.4 million | 5 |\n| 2017 | 9.4 million | 7 |\n| 2018 | 9.75 million | 2 |\n| 2019 | 10.31 million | 10 |\n| 2020 | 10.71 million | 5 |\n| 2021 | 10.78 million | 11 |\n\nSource: Cai, 2017; Chen, 2021  \nAs shown in Table 1, the number of students with visual impairment who have applied for braille exam paper in CEE since the first implementation of reasonable accommodation in 2014 is very minimal, compared to the total number of students taking the CEE in the same year. The fact that virtually no students with visual impairment are taking the CEE begs the question of the reasons for such gaps. Are students with visual impairment (SWVI) or people with visual impairment (PWVI) not interested in advancing in educational ladder like the millions of other students do? What educational opportunities are available for PWVI in China? What is the educational attainment of PWVI relative to individuals with other disabilities and those without disabilities? What are the barriers for PWVI to access education?  \nGlobally, there has been increasing attention on disability studies especially in more indust","cbCaikY4ryKDRlAd","https://ap.wps.com/l/cbCaikY4ryKDRlAd","pdf",268885,18,"English","# Introduction\n## Case example: Cai and CEE denial\n## Policy context and participation gap\n# Opportunities and Challenges\n## CEE Braille application data (2014–2021)\n## Education barriers and research focus in China","[{\"question\":\"What does the paper use to illustrate the participation gap for visually impaired students?\",\"answer\":\"It presents Table 1 comparing the number of overall CEE candidates with the number of students with visual impairment applying for Braille paper, showing minimal counts each year from 2014 to 2021.\"}]","Current Issues in Comparative Education (CICE) - Opportunities and Challenges: An Examination of Educational Landscape for People with Visual Impairment in China - Winter 2022 | PDF",1792090065,45]