Access in the Shadow of Ableism: An Autoethnography of a Blind Student's Higher Education Experience in China

TL;DR

This autoethnographic study investigates how 'access' to higher education for a blind student unfolds within and against entrenched ableist structures in China. By comparing a specialized BLV program (University A) with a mainstream, sighted-centric university (University B), the authors reveal systemic resource gaps, policy ambiguities, and cultural pressures that constrain genuine accessibility. They argue that access should be understood as a contradiction-laden, ongoing practice rather than a one-off solution, and they propose three directions—centering tensions, adopting life-course perspectives, and exploring radical futures—to better support disabled students in navigating and transforming these systems. The work contributes a first-hand Chinese context to critical disability and HCI literature and offers practical implications for institutions, practitioners, and activists seeking more rights-based, sustainable accessibility efforts.

Abstract

The HCI research community has witnessed a growing body of research on accessibility and disability driven by efforts to improve access. Yet, the concept of access reveals its limitations when examined within broader ableist structures. Drawing on an autoethnographic method, this study shares the co-first author Zhang's experiences at two higher-education institutions in China, including a specialized program exclusively for blind and low-vision students and a mainstream university where he was the first blind student admitted. Our analysis revealed tensions around access in both institutions: they either marginalized blind students within society at large or imposed pressures to conform to sighted norms. Both institutions were further constrained by systemic issues, including limited accessible resources, pervasive ableist cultures, and the lack of formalized policies. In response to these tensions, we conceptualize access as a contradictory construct and argue for understanding accessibility as an ongoing, exploratory practice within ableist structures.

Figures (1)

• Figure 1: One accommodation request letter sent by University B to the test center hosting CATTI. The letter described Zhang's condition and his request to take the test. Accommodations were not guaranteed at this point and depended on the center's response.