CRPD.C.CHN.Q.1.Add.1_en (1).doc

All these have provided a basis for the development

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technological innovations. All these have provided a basis for the development and improvement of testing and evaluation standards of accessible webs. In the period from 2008 to 2010, the Ministry of Industry and Information, Ministry of Science and Technology, China Disabled Persons' Federation and other departments took the advantage of the Beijing Olympic Games and the Paralympics Games in 2008, the Shanghai World Expo in 2010 and Guangzhou Asian Games in 2010, actively demonstrated the information accessibility of the important government and social web portals according to the standards. In 2009, the Ministry of Industry and Information, in conjunction with the China Disabled Persons' Federation, organized efforts to revise the standards on the “Information Accessibility, Differences in Human Physical Functions, Technical Requirements of Accessibility on Web Design (YD / T 1761-2008)”. In October 2011, UNESCO acknowledged and supported the Chinese R&D efforts in accessibility standards of website design. 25
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C . In the next five years, the state will continue to redouble R&D efforts in the formulation of relevant standards, to improve the standards system of information accessibility and to promote the application of information accessibility standards in the field of government and public services. Issue 22 Education (art. 24) 22. Please provide the State’s educational rationale for “actively develop[ing] special education schools” (ibid., paras. 95 and 98). China provides children and teenagers with disabilities with education in both ordinary schools and special schools. In 1988, the state education departments proposed that it was necessary to introduce multi-forms of education for children with disabilities, instead of the single form of special school education. The Law on the Protection of Persons with Disabilities, The Compulsory Education Law and The Regulations on the Education of Persons with Disabilities have all emphasized that governments at all levels should strengthen the development of special education schools, in particular, those in the central and western regions of the country, while promoting the enrollment of children and juveniles with disabilities in regular classes in all areas and expanding the scope of enrolling children with disabilities in regular classes, with priority being given to the institution and improvement of a guarantee system to support such regular classes at the county-level so as to gradually improve the quality of education. According to the statistics of the Ministry of Education, the proportion of children with disabilities studying in regular classes of ordinary schools or special classes affiliated to ordinary schools in the total number of students in schools in special education has all along stayed at over 60%. At present, the “Tree- in-one” education system for children with disabilities has generally taken shape in China, “with the special education schools as the backbone, education of children with disabilities in regular classes of ordinary schools and special education classes
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