Based on the Chinese Household Income Project (CHIP) survey data, the relationship between disability and education is studied in this paper. OLS regression results show that disability have negative effect on individuals’ education years. Moreover, the multinomial logit regression results reveal that educations of disabilities are more likely to be primary school, with few to higher education. It is harder for the disabled to study in high school and technical secondary school than middle school in 2002. However, this phenomenon almost disappeared in 2007. Empirical research shows that education of disabled is improved along with educational developed in China, but still have many obstacles for them to have further education. It is possible to extend current majors and introduce“special”enrollment for disabilities to access to higher education. In addition, we should pay more attentions to the education problems of the rural female disabled.%利用2002、2007年城镇居民调查数据，对残疾与教育之间的关系进行了实证研究。OLS回归分析表明，残疾对受教育年限有显著的负效应。将学历分为四个组，以初中学历组为基准，进行多项式logit回归的结果显示：残疾人较易处于小学及以下文化程度，获得高等教育则较为困难；2002年残疾人获得高中和中专教育比获得初中教育更困难，但这种现象在2007年已经不明显。实证研究结果表明，随着我国教育的发展残疾人的整体教育状况得到了改善，但残疾人接受高等教育仍然存在诸多障碍，需要拓宽专业范围和扩大招生数量来提高残疾人高等教育的可获得性。此外，对农村女性残疾人的受教育问题应给予更多的关注。
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