The central and municipal, county (city) competent authorities of individual levels in charge of(education)shall, according to the data obtained in census of the disabled, plan and establish special educational facilities (such as schools or classes／programs), or educate those who can not receive schooling in ordinary schools or classes／programs, so as to protect their rights and interests of education.
The schools of all levels, for those who pass the evaluation／assessment and be arranged by municipal and county (city) competent authorities, may not refuse people with disabilities because of their disability, the fact of not well-equipped／well-installed in the organizations／institutions, and other reasons .
Teachers／instructors in all levels of special education schools and special education classes／programs shall be qualified on related special education.
The government shall provide free transportation for children with disabilities who cannot commute by themselves in school ages. In case the government does have difficulty in providing such transportation services, traffic subsidy shall be provided; if the funds raised by the municipal or county (city) competent authority in charge
of education are not sufficient, the central competent authority in charge of education shall subsidize the local governments.

The competent authorities of individual levels in charge of education shall actively help people with disabilities to receive schooling, and people with disabilities in school ages who are receiving medical care or social welfare services, and solve their related educational issues.

The competent authorities of individual levels in charge of education shall, according to the respective levels of household socioeconomic status of people with disabilities, favor them or their children with related educational expenses. The regulations on the subsidization shall be prescribed by the central competent authority in charge of education.

Upon providing education and holding entrance exam for people with disabilities, the competent authorities of individual levels in charge of education shall, according to the conditions／status’ of people with disabilities and the learning and living requirements, provide necessary professionals, special teaching materials, all kinds of educational assistive devices, access-free campus environment, Braille books, and related education resources, so as to create fair and reasonable opportunities and conditions for people with disabilities concerned to receive education and take examination.

The central education authority should consider resource sharing and commonly used modern digital technology according to the needs of the visually disabled, learning function impaired, hearing function impaired or other perceived work difficulty, and appoint libraries responsible for planning, integration and collection of library resources in touchable digital form for the utilization of the visually impaired and other impaired persons.
The appointed libraries in the provisions of the preceding paragraph should provide priority library resources according to the needs of the visually impaired and other impaired persons stated in the preceding paragraph.
The content, utilization and funding regulations for the planning, integration and collection stated in paragraph 1 should be set by the central education authority.

Publishers of teaching books audited by the central education authority should provide digital form of teaching books in publication to authorities or schools appointed by the central education authority, in order to provide an accessible form for the visually impaired and other impaired persons as stated in paragraph 1 of the preceding article.
The digital formats in the provisions of the preceding paragraph are set by the central education authority.

The competent authorities of individual levels in charge of education shall plan resources for the preschool education for those with the disabilities. The authorities should also encourage to establish private preschool organizations／institutions that provide after-school care service, research and development of teaching materials.
Public preschools and after-school care services, shall prioritize the inclusion of children with disabilities, and practice preschool education, nursing services and related professional services for children with disabilities. Private sector of preschools and after-school care services, shall be encouraged to receive children with disabilities.

The competent authorities of individual levels in charge of education shall encourage people with disabilities to receive education in senior high schools and colleges; the regulations of encouragement and implementation shall be prescribed by the central
competent authority in charge of education.
The central competent authorities in charge of education shall encourage and help college to open departments related to massage, physical therapy, or medical massage skills. The authorities should also guarantee the entrance and study opportunities for those with visual disability.
The above-mentioned schools that provide access-free facilities／ installations to people with disabilities may claim subsidies from the central competent authority in charge of education to improve access-free campuses.