Special education intervention for adolescents with a disability from the perspective of value orientation in Tibet.

Qiong BU

Doctoral thesis

Abstract:

The special education in the Tibetan region developing in the school education sense only has a history of more than ten years. This means that the systematic and standard special education intervention for the disabled adolescents in the Tibetan region is an important but arduous task. It is of great urgency to conduct relevant researches on the special education intervention of disabled adolescents. Therefore, the special education intervention of disabled adolescents is discussed in this thesis. For the final purpose of this research, through knowing the educational concept of students, parents and teachers in the Tibetan region and their cognition and viewpoint of education, the educational value orientation in the Tibetan region currently is combed, and the special education intervention of disabled adolescents under such value orientation horizon is discussed. To achieve this research purpose, in this research, with value theory, intervention theory and four levels of cultural theory as the research theoretical basis and theoretical method, by the mixed research method of quantitative and qualitative combination, about 600 students of general middle schools and special education schools, about 200 parents and about 200 teachers in Tibet Autonomous Region, Tibetan region of Sichuan Province, Tibetan region of Qinghai Province, and Tibetan region of Gansu Province are recruited in the questionnaire survey. Besides, among these respondents in the questionnaire, 7 students, 7 parents, 7 teachers and 4 monks are recruited to participate in the semi-structural depth interview. The deep investigation has been conducted on five special education schools in the Tibetan region. In this research, there are three questionnaires, namely, student questionnaire, parent questionnaire and teacher questionnaire. Through the questionnaire survey, the educational idea of respondents and their educational viewpoint can be known. The interview objects include four kinds, namely, student, parent, teacher and monk. Through the interview, the degree of cognition and understanding of interviewees for education in the Tibetan region presently can be known. In the implementation of this research, the deep field investigation has been conducted on five special education schools in the Tibetan region. Through the compilation of investigation narration, the current situation of education in the Tibetan region is known. Through the discussion of results of questionnaire survey, interview and investigation narration, the following conclusions are reached: (1) the educational value orientation in the Tibetan region is affected by its traditional culture and social realistic conditions; (2) the educational value orientation in the Tibetan region is the educational concept of students, parents and teachers and their same cognition and viewpoint for education. It can reflect the basic need of different crowds in the Tibetan region for education currently. It shows that education can meet the needs of educates; (3) the educational value orientation in the Tibetan region is the fundamental basis for special education intervention of disabled adolescents; (4) the special education intervention of disabled adolescents in the Tibetan region is building their self-confidence and self-esteem. It is a process to enable them to gain the deserved identity and dignity. This meets the outlook on life of Tibetan people's belief in "all sentient beings are equal". Besides, this meets the need of personality equality and dignity of disabled adolescents; (5) the self-care ability is the goal and content of special education intervention of disabled adolescents in the Tibetan region; (6) the special education intervention based on the cultural foundation and social realistic condition of the ethnic group is the most ideal one for the disabled adolescents in the Tibetan region.

Abstract:

The special education in the Tibetan region developing in the school education sense only has a history of more than ten years. This means that the systematic and standard special education intervention for the disabled adolescents in the Tibetan region is an important but arduous task. It is of great urgency to conduct relevant researches on the special education intervention of disabled adolescents. Therefore, the special education intervention of disabled adolescents is discussed in this thesis. For the final purpose of this research, through knowing the educational concept of students, parents and teachers in the Tibetan region and their cognition and viewpoint of education, the educational value orientation in the Tibetan region currently is combed, and the special education intervention of disabled adolescents under such value orientation horizon is discussed. To achieve this research purpose, in this research, with value theory, intervention theory and four levels of cultural theory as the research theoretical basis and theoretical method, by the mixed research method of quantitative and qualitative combination, about 600 students of general middle schools and special education schools, about 200 parents and about 200 teachers in Tibet Autonomous Region, Tibetan region of Sichuan Province, Tibetan region of Qinghai Province, and Tibetan region of Gansu Province are recruited in the questionnaire survey. Besides, among these respondents in the questionnaire, 7 students, 7 parents, 7 teachers and 4 monks are recruited to participate in the semi-structural depth interview. The deep investigation has been conducted on five special education schools in the Tibetan region. In this research, there are three questionnaires, namely, student questionnaire, parent questionnaire and teacher questionnaire. Through the questionnaire survey, the educational idea of respondents and their educational viewpoint can be known. The interview objects include four kinds, namely, student, parent, teacher and monk. Through the interview, the degree of cognition and understanding of interviewees for education in the Tibetan region presently can be known. In the implementation of this research, the deep field investigation has been conducted on five special education schools in the Tibetan region. Through the compilation of investigation narration, the current situation of education in the Tibetan region is known. Through the discussion of results of questionnaire survey, interview and investigation narration, the following conclusions are reached: (1) the educational value orientation in the Tibetan region is affected by its traditional culture and social realistic conditions; (2) the educational value orientation in the Tibetan region is the educational concept of students, parents and teachers and their same cognition and viewpoint for education. It can reflect the basic need of different crowds in the Tibetan region for education currently. It shows that education can meet the needs of educates; (3) the educational value orientation in the Tibetan region is the fundamental basis for special education intervention of disabled adolescents; (4) the special education intervention of disabled adolescents in the Tibetan region is building their self-confidence and self-esteem. It is a process to enable them to gain the deserved identity and dignity. This meets the outlook on life of Tibetan people's belief in "all sentient beings are equal". Besides, this meets the need of personality equality and dignity of disabled adolescents; (5) the self-care ability is the goal and content of special education intervention of disabled adolescents in the Tibetan region; (6) the special education intervention based on the cultural foundation and social realistic condition of the ethnic group is the most ideal one for the disabled adolescents in the Tibetan region.

Keywords

Special education intervention, Value orientation, Education value orientation, Adolescents with a disability, Tibet

Jazyk práce: English

Datum vytvoření / odevzdání či podání práce: 18. 5. 2018

Obhajoba závěrečné práce

• Obhajoba proběhla 18. 6. 2018

PALACKÝ UNIVERSITY OLOMOUC

Faculty of Education

Doctoral programme / odbor:
Special Education / Special Education