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Inclusive education is a key global agenda that is primarily driven by concern for children's rights. In China, the term is a translated, introduced, foreign concept. The localised practice of inclusion is encapsulated in the policy of Learning in Regular Classrooms, which not only adopts the narrow sense of inclusion for children with disabilities, but it is also dominated by the medical model of disability. An explicit rights-based philosophical foundation for inclusion that is widely accepted and internalised by local Chinese teachers and schools appears largely absent. This paper explores how Confucianism as a moral philosophy may be compatible with the rights discourse and may provide the necessary moral strengths and philosophical base to support inclusion in Chinese schools. The conclusion highlights the needs to pay attention to how teachers' deeper values, motivation, and drives can facilitate inclusive efforts, and also calls for a more explicit human rights discourse to develop in China in the long term. This paper explores the possibility of using the moral philosophy of Confucianism, rather than relying on the explicit language of human rights, to offer theoretical advocacy for inclusion in China. The rich legacy of Confucianism may offer the necessary moral strengths and philosophical convictions for Chinese teachers and schools to become inspired and empowered to take more inclusive initiatives in a bottom-up approach. Confucianism as a moral philosophy is compatible with the international human rights discourse. While a more explicit human rights discourse in China needs time to develop, Confucian principles such as datong (great harmony), ren (benevolence), as well as its educational believes and human rights ideas, may offer readily-available and more accessible inspiration and support for the inclusive education for children with disabilities in line with the social and human rights models. Re-examining traditional cultural values may shed light on modern effective teaching practices. [ABSTRACT FROM AUTHOR]

Employment quota is one of the affirmative action measures, outlined by the Committee on the Rights of Persons with Disabilities in its General Comment, to increase the employment of disabled people in both public and private sectors. Existing literature has studied the implementation, outcome, and effectiveness of the employment quota, majorly by quantitative data, while the empirical evidence of how it influences the right of disabled people to work is relatively limited. The practice of employment quota in China suggests the possibility of underpinning discrimination and exclusion and thus puts disabled people in a more disadvantageous position. This paper empirically examines how the discriminatory effect of the employment quota is shaped, with a particular focus on the interaction between the quota policies and stakeholders. [ABSTRACT FROM AUTHOR]

During the COVID-19 pandemic, people with disabilities are a high-risk group, but they are also the group that is most easily ignored by public policy. Non-disabled people might not be able to imagine how many barriers disabled people encountered during this challenging period. This paper focuses on the barriers encountered by people with disabilities in China and the adjustments made to public policies in response. A deeper, social-physiological factor which should also be responsible is overlooked, and that is the 'empathy deficit'. Human rights and empathetic attitudes should go hand in hand with each other when formulation and implementation of welfare security policies for persons with disabilities during a major public health crisis. [ABSTRACT FROM AUTHOR]