CRC/C/CHN/CO/3-4 (d) The State party’s policy of actively developing segregated special schools while devoting few resources to the education of children with disabilities in mainstream schools. The Committee is further concerned about reports that children with disabilities are denied admission by mainstream schools, pressured to leave the schools, or sometimes expelled due to their disabilities. 59. The Committee is concerned about the lack of screening programmes for early detection of disabilities in all areas of the State party. 60. With regard to Macao, China, the Committee is concerned that children with disabilities experience de facto discrimination and have limited access to inclusive education and well-trained, motivated teachers. It is further concerned about the lack of disaggregated data on children with disabilities in Hong Kong, China, and that reports indicate that they are commonly excluded and discriminated against, including by teachers, and bullied by their peers. 61. Recalling its general comment No. 9 (2006), the Committee urges the State party to adopt a human rights-based approach to disability, and specifically recommends that it: (a) Repeal all provisions which result in de facto discrimination against children with disabilities and include a specific prohibition of discrimination on the ground of disability in all relevant legislation and policies, including the proposed Regulations on the Education of People with Disabilities; and ensure that children with disabilities in mainland China are involved in the formulation and implementation of the policies and plans affecting them at all levels; (b) Independently monitor all cases of disability-based discrimination in mainland China and in Hong Kong, China and Macao, China and provide effective remedies in cases of violations of the rights of children with disabilities; (c) Prevent and eliminate institutional-based care for children with disabilities in mainland China, take immediate steps for deinstitutionalization within a reasonable time frame and develop family and community-based care and services as alternatives to institutional care; (d) Further develop screening services for prevention and early detection of disabilities in mainland China, Hong Kong, China and Macao, China, and provide proper follow-up and early development programmes; (e) Promptly identify and remove all barriers, including physical, that prevent students with disabilities from entering and staying in the mainstream system in all areas of the State party and reallocate resources from the special education system to promote inclusive education in mainstream schools; (f) Intensify its efforts to tackle bullying of children with disabilities in schools in Hong Kong, China, including by teaching human rights, peace and tolerance, providing vocational education for teachers and employing special assistance for children in the classes. Furthermore, Hong Kong, China should systematically collect disaggregated data on children with disabilities and use the collected data in the formulation of policies and programmes for children with disabilities; (g) Conduct awareness-raising and educational campaigns targeting children with disabilities, the public at large and specific groups of professionals, with a view to preventing and eliminating de facto discrimination against children with disabilities in all areas of the State party. 14