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.
Anotace v angličtině
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.
Klíčová slova
Special education intervention, Value orientation, Education value orientation, Adolescents with a disability, Tibet
Klíčová slova v angličtině
Special education intervention; Value orientation; Education value orientation; Adolescents with a disability; Tibet
Rozsah průvodní práce
172 p.(270475 characters)
Jazyk
AN
Anotace
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.
Anotace v angličtině
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.
Klíčová slova
Special education intervention, Value orientation, Education value orientation, Adolescents with a disability, Tibet
Klíčová slova v angličtině
Special education intervention; Value orientation; Education value orientation; Adolescents with a disability; Tibet
Zásady pro vypracování
Study period from December 2014 to July 2018. Research work is divided into seven steps:
Step 1: From December 2014 to March 2015. Early data collection and analysis
Step 2: From April 2015 to May 2015. Complete research design.
Step 3: From Jun 2015 to August 2016. Further collect information, Perfect literature review and improve program design.
Step 4: From September 2016 to July 2017 Implementation of research.
Step 5: From August 2017 to November 2017. Data collection and analysis.
Step 6: From December 2017 to April 2018. Thesis Writing.
Step 7: Jun or July 2018. Finish defense of dissertation.
Zásady pro vypracování
Study period from December 2014 to July 2018. Research work is divided into seven steps:
Step 1: From December 2014 to March 2015. Early data collection and analysis
Step 2: From April 2015 to May 2015. Complete research design.
Step 3: From Jun 2015 to August 2016. Further collect information, Perfect literature review and improve program design.
Step 4: From September 2016 to July 2017 Implementation of research.
Step 5: From August 2017 to November 2017. Data collection and analysis.
Step 6: From December 2017 to April 2018. Thesis Writing.
Step 7: Jun or July 2018. Finish defense of dissertation.
Seznam doporučené literatury
Anderson G.(2005), Fundamentals of Educational Research, published in the Taylor & Francis e-Library.
Ballard. K. (1997). Researching into disability and Inclusive Education: Participation, Construction and Interpretation. International Journal Education, (3).
Bambara, L. M., & Knoster, T. P.(2009). Designing Positive Behavior Support Plans. American Association on Intellectual and Developmental Disabilities.
Baglieri, S., Valle Jan W., Connor David J., Gallagher Deborah J.. Disability Studies in Education: The Need for a Plurality of Perspectives on Disability [J]. Remedial and Special Education, 2011, (4)
Blandína, Š. The value of education for students that are preparing for the teaching profession. Procedia Social and Behavioral Sciences (2014).
Carlos Albuquerque, Fátima Beja, Rosa Martins, Isabel Bica, Ana Andrade. Quality of Life Perception in Mentally Handicapped Adolescents. Procedia - Social and Behavioral Sciences (2015).
Carlos Sancho-Álvarez, Jesús M. Jornet & José González-Such. Design of scales to assess the Subjective Social Value of Education for students in primary and secondary school . Procedia social and Behavioral Sciences (2017).
Creswell J.W.(2003), Research Design Qualitative, Quantitative, and Mixed Methods Approaches(second edition), Sage Publications, Inc.
DeMarrais K., Lapan S.(2004), Foundations for Research Methods of Inquiry in Education and the Social Sciences, New Jersey, LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS Mahwah.
Denzin, N. K., & Lincoln, Y. S.(1994). Hand book of Qualitative Research. Calif: Sage.
Dunleavy P.(2003), Authoring a PhD How to plan, draft, write and finsh a doctoral thesis or dissertation, New York, Houndmills, Basingstoke.
Faircloth, S. C. (2004). Understanding the Impact of U. S. Federal Education Policies on the Education of Children and Youth with Disabilities.
Fairbanks, S., etc.(2007). Response to Intervention: Examining Classroom Behavior Support in Second Grade . Exceptional Children.
Hallahan, D.P., & Kauffman, J.M., Paige P.C..(2012). Exceptional Learners an Introduction to Special Education (12 Ed),
Joan, B., & Michael, D.(2013). Outcomes in AAC: Evaluating the effectiveness of a parent training program. Report Information from ProQuest.
Johnson, N., Parker, A.T.(2013). Effects of Wait Time When Communicating with Children Who Have Sensory and Additional Disabilities,
Katsiyannis, A., etc.(2001). Reflections on the 25 th Anniversary of the Individuals with Disabilities Education Act. Remedial and Special Education.
Lai, Z. T. (2005). "Portage" and Early Intervention to Children with Special Needs. Journal of Rehabilitation.
Peters, S.J.(2007). Education for All? A historical Analysis of International Inclusive Education Policy and Individuals with Disabilities.
Potměšil, M. & Valenta, M. (2006). Chapters on Special Education. Olomouc(Czech): Palack University Press.
Romski, M.A.(2011). Parent Perceptions of the Language Development of Toddlers With Developmental Delays Before and After Participation in Parent-Coached Language Interventions.
Skidmore, D. (1996). Towards and Integrated Theoretical Framework for Research into Special Educational Needs.
Skrtic, T. M.(1991). Behind Special Education: A Critical Analysis of Professional Culture and School Organization. Denver, Colo. Love Pub.
Sleeter, C. E. (1986). Learning Disabilities: The Social Construction of a Special Education Category. Exceptional Children.
Solis, M.,& Miciak, J., Vaughn S., Fletcher J.M., "Why intensive interventions Matter: Longitudinal Studies of Adolescents With Reading Disabilities and poor Reading Comprehension", Learning Disability Quarterly.
Sullivan, J.R.,& Castro-Villarreal F.(2013). Special Education Policy, Response to Intervention, and the Socialization of Youth", "Theory Into Practice.
Wittenburg, D. C., etc.(2002) Transition Options for Youth with Disabilities: An Overview of the Programs and Policies That Affect the Transition from School.
Seznam doporučené literatury
Anderson G.(2005), Fundamentals of Educational Research, published in the Taylor & Francis e-Library.
Ballard. K. (1997). Researching into disability and Inclusive Education: Participation, Construction and Interpretation. International Journal Education, (3).
Bambara, L. M., & Knoster, T. P.(2009). Designing Positive Behavior Support Plans. American Association on Intellectual and Developmental Disabilities.
Baglieri, S., Valle Jan W., Connor David J., Gallagher Deborah J.. Disability Studies in Education: The Need for a Plurality of Perspectives on Disability [J]. Remedial and Special Education, 2011, (4)
Blandína, Š. The value of education for students that are preparing for the teaching profession. Procedia Social and Behavioral Sciences (2014).
Carlos Albuquerque, Fátima Beja, Rosa Martins, Isabel Bica, Ana Andrade. Quality of Life Perception in Mentally Handicapped Adolescents. Procedia - Social and Behavioral Sciences (2015).
Carlos Sancho-Álvarez, Jesús M. Jornet & José González-Such. Design of scales to assess the Subjective Social Value of Education for students in primary and secondary school . Procedia social and Behavioral Sciences (2017).
Creswell J.W.(2003), Research Design Qualitative, Quantitative, and Mixed Methods Approaches(second edition), Sage Publications, Inc.
DeMarrais K., Lapan S.(2004), Foundations for Research Methods of Inquiry in Education and the Social Sciences, New Jersey, LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS Mahwah.
Denzin, N. K., & Lincoln, Y. S.(1994). Hand book of Qualitative Research. Calif: Sage.
Dunleavy P.(2003), Authoring a PhD How to plan, draft, write and finsh a doctoral thesis or dissertation, New York, Houndmills, Basingstoke.
Faircloth, S. C. (2004). Understanding the Impact of U. S. Federal Education Policies on the Education of Children and Youth with Disabilities.
Fairbanks, S., etc.(2007). Response to Intervention: Examining Classroom Behavior Support in Second Grade . Exceptional Children.
Hallahan, D.P., & Kauffman, J.M., Paige P.C..(2012). Exceptional Learners an Introduction to Special Education (12 Ed),
Joan, B., & Michael, D.(2013). Outcomes in AAC: Evaluating the effectiveness of a parent training program. Report Information from ProQuest.
Johnson, N., Parker, A.T.(2013). Effects of Wait Time When Communicating with Children Who Have Sensory and Additional Disabilities,
Katsiyannis, A., etc.(2001). Reflections on the 25 th Anniversary of the Individuals with Disabilities Education Act. Remedial and Special Education.
Lai, Z. T. (2005). "Portage" and Early Intervention to Children with Special Needs. Journal of Rehabilitation.
Peters, S.J.(2007). Education for All? A historical Analysis of International Inclusive Education Policy and Individuals with Disabilities.
Potměšil, M. & Valenta, M. (2006). Chapters on Special Education. Olomouc(Czech): Palack University Press.
Romski, M.A.(2011). Parent Perceptions of the Language Development of Toddlers With Developmental Delays Before and After Participation in Parent-Coached Language Interventions.
Skidmore, D. (1996). Towards and Integrated Theoretical Framework for Research into Special Educational Needs.
Skrtic, T. M.(1991). Behind Special Education: A Critical Analysis of Professional Culture and School Organization. Denver, Colo. Love Pub.
Sleeter, C. E. (1986). Learning Disabilities: The Social Construction of a Special Education Category. Exceptional Children.
Solis, M.,& Miciak, J., Vaughn S., Fletcher J.M., "Why intensive interventions Matter: Longitudinal Studies of Adolescents With Reading Disabilities and poor Reading Comprehension", Learning Disability Quarterly.
Sullivan, J.R.,& Castro-Villarreal F.(2013). Special Education Policy, Response to Intervention, and the Socialization of Youth", "Theory Into Practice.
Wittenburg, D. C., etc.(2002) Transition Options for Youth with Disabilities: An Overview of the Programs and Policies That Affect the Transition from School.