Seeing beyond: Chenchen finds light in inclusion

“Little Triceratops asked in confusion, ‘Why do we have to fight the Tyrannosaurus Rex?’…”

It’s the early morning before school, and a lively story about dinosaurs is playing from a speaker in the living room. Seven-year-old Chenchen, curled up on the sofa next to his mum, listens intensively with his eyes fixed on the chandelier above him. On the wall behind him, his colourful drawings surround a sign that reads: “We are a happy family.”

“Chenchen, don’t stare at the light,” his mother, Duan Guili, gently reminds him. He turns to her with a bright smile, hugging her arm. “Mum, I’m going to build a mega dinosaur with my blocks!” They exchange a look and laugh together.

“Chenchen can sense light with his eyes, so he loves looking at bright spots,” Duan explains. “When he was just a few months old, we noticed he didn’t follow movement with his eyes. Now, he can identify some large objects, but he mainly relies on sounds and touch. However, he doesn’t let his visual impairment hold him back. He is very optimistic and confident, and he believes he can do anything.”

As Duan speaks, her gaze drifts to a shelf where milk cartons are neatly stacked in a creative arrangement. This is Chenchen’s own design. “This way, they won’t topple over if he accidentally bumps them,” she says with pride.

Despite their now well-organized life, there were times when Duan’s heart was heavy with worry. “I used to wonder if he could attend kindergarten. I worried that he wouldn’t have any friends and would struggle to fit in. I even asked the teachers if I could volunteer there just to keep an eye on him.”

“But later I found out these worries were unnecessary,” Duan recalls. Chenchen’s experience at Qisehua Kindergarten exceeded her expectations. “The kindergarten has been incredibly supportive of Chenchen. The teachers provide him with special assistance, and many of his friends help him out during the day.”

Chenchen’s teacher, Shen Xiaohua, remembers his first days vividly. “He walked very slowly because he had to check if there were any obstacles ahead. Unlike other children, tasks took him longer, and he would sometimes feel discouraged,” Shen shares. “We used wind chimes to help Chenchen identify directions and know where he was. We provided him with tactile books so that he could better understand the books through touch.”

Qisehua Kindergarten is one of the 37 kindergartens supported by UNICEF’s inclusive education programme in China. When discussing the programme, Shen Xiaohua says: "UNICEF has provided us with professional support, and it has invited experts to offer guidance. I have applied what I have learned to our daily teaching processes. UNICEF has also provided us with multisensory educational toys and teaching tools that are suitable for children.”

Inclusive early childhood education

Every child has the right to quality education and learning, yet children with disabilities are often overlooked. Globally, these children are among the most likely to be out of school, and they face persistent barriers such as discrimination, stigma and exclusion.

In China, there are around five million children with disabilities, but only half of them are enrolled in mainstream schools. The rest either attend special education schools or they are educated at home, and some do not receive any education in the early years. This is particularly the case in the central and western regions when educational resources are scarce.

Yet, the early years from birth to age six are the most critical period of growth and development in a child's lifetime. Inclusion in education must start in early childhood, and the earlier the better.

UNICEF is advocating for all young children, including those with disabilities, to have access to essential early learning services that address their specific needs. UNICEF China and partners recently launched the national campaign 'Parent with Purpose, Nurture their Future' to provide parents and caregivers with practical guidance on how to best support their young child’s development and give them the best start in life.

UNICEF is working with the Ministry of Education and other partners to promote quality inclusive education throughout China. The inclusive education programme has been introduced to nine universities and 37 kindergartens across seven districts in four provinces.

Inclusive education requires teachers to be able and well prepared to provide personalized learning and support to children with special needs. “UNICEF provides both pre-service and in-service teacher training, enhancing their professional skills in inclusive education,” UNICEF China Education Officer Lou Chunfang explains. “We also aim to improve people’s understanding of inclusive education through social advocacy events to create an inclusive social environment.”

A bright future ahead

In the outdoor play area at Qisehua Kindergarten, Chenchen and his friends are hard at work building a house out of wooden blocks. “Lao Liu, come help me!” Chenchen calls excitedly. His friend rushes over, eagerly taking the wooden blocks from his hands. Together they construct their masterpiece, their faces glowing with pride.

“Kindergarten is very fun,” Chenchen says, his eyes lighting up with excitement. “I can learn new things and play with many friends!”

“In games we don’t interfere too much. Children with special needs can fully express their inner thoughts through play, helping them integrate into kindergarten,” says Shen. “Now, Chenchen expresses his needs and interacts well with both teachers and classmates.”

“I feel that apart from his visual impairment, Chenchen is no different from any other children. Seeing how well he fits in at kindergarten, I want him to attend a regular elementary school,” says Duan.

“I believe that in the future, if his abilities continue to improve, he might have a successful career and social life. I hope he will also be able to help other people who have a visual impairment,” adds Duan, with tears in her eyes.