Special Education in Tibet

This book analyses the value orientation system of education in Tibet and examines the special education interventions aimed at children with disabilities in the region.

Autorentext

Milö Potmeil is Professor of special pedagogy. He holds a PhD degree in psychology and a PhD degree in special pedagogy. His research interests include deaf studies, educational psychology, behavioral management and deafness and psychology of special support to parents of impaired children. He is also an active participant in international research projects and gives lectures in foreign universities. Since 2014, he has been Professor Emeritus at Faculty of Education, Sichuan Normal University, and Researcher at Research centre for Multicultural Education, Sichuan, China. His recent publications include Inclusive Education of Learners with Disability: The Theory vs. Reality (2020). He has also published articles in various international scientific journals.

BuQiong holds a PhD degree in Special Education and is Lecturer at the Faculty of Educational, Sichuan Normal University, China. His research is mainly focused on ethnic special education theory and practice and ethnic education. He has presided over several projects, including "Value Orientation of Special Education in Tibetan Areas", among others. He is involved in compiling the Sichuan Normal University's school-level textbook, Microteaching Training Course for Special Education Major, and has published more than 10 academic papers including "An Overview of Special Education Development in Tibetan Areas" and "Dignity Education and the Cultivation of Dignified People", in the Journal of Northwest University for Nationalities, E-PEDAGOGIUM and other domestic and international journals. In addition, he has compiled, edited and translated the textbook Physical Teaching of Normal Schools, participated in the compilation of the textbook Microteaching Training Textbook, and published two co-authored monographs including Walking in Gubao Mountain Village: Story of Cultural Construction and Educational Practice.

Inhalt

1. Introduction: Education in Tibet 2. Special Pedagogy and Special Educational Intervention 3. Values and Culture in the Tibetan Environment for Special Education 4. Perception and Attitude of Learning 5. Conclusion 6. Closing the excursion to the world of specific values