{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,21]],"date-time":"2026-10-21T16:39:55Z","timestamp":1792600795709,"version":"4.5.0"},"reference-count":43,"publisher":"Oxford University Press (OUP)","license":[{"start":{"date-parts":[[2026,10,21]],"date-time":"2026-10-21T00:00:00Z","timestamp":1792540800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/academic.oup.com\/pages\/standard-publication-reuse-rights"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>China\u2019s learning in regular classrooms policy has expanded mainstream schooling for students with disabilities, including deaf and hard-of-hearing (D\/HH) students. Yet placement does not necessarily ensure participation, learning, or belonging. Drawing on semi-structured interviews with 20 hearing parents recruited through hearing and speech rehabilitation centers in five provinces, this qualitative study examines accounts of orally educated D\/HH children who primarily used spoken Chinese, used cochlear implants and\/or hearing aids, and did not use sign language at school. Reflexive thematic analysis identified three interrelated conditions shaping inclusion: (1) hearing-oriented classrooms that limited access to instruction; (2) peer settings where communication differences and visible assistive hearing technologies made belonging conditional, with parents describing loneliness, embarrassment, and withdrawal; and (3) support arrangements assembled through family advocacy rather than institutionalized accommodation. Using visitorship as a sensitizing concept, the study shows how formal access may coexist with conditional participation and family-managed accommodation.<\/jats:p>","DOI":"10.1093\/jdsade\/enag073","type":"journal-article","created":{"date-parts":[[2026,10,21]],"date-time":"2026-10-21T15:50:20Z","timestamp":1792597820000},"source":"Crossref","is-referenced-by-count":0,"title":["Beyond access: deaf and hard-of-hearing students in Chinese mainstream schools"],"prefix":"10.1093","author":[{"given":"Xin","family":"He","sequence":"first","affiliation":[{"name":"School of Social Research, Renmin University of China , Beijing ,","place":["China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Min","family":"Yao","sequence":"additional","affiliation":[{"name":"School of Social Research, Renmin University of China , Beijing 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