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Research on Tibetan Teachers' Attitude Towards Inclusive Education

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Research on Tibetan Teachers' Attitude Towards Inclusive Education PALACKÝ UNIVERSITY OLOMOUC Faculty of Education Institute of Special Education Studies Postgradual study programme: 75-06-V 002 Special Education Research on Tibetan Teachers’ Attitude towards Inclusive Education By Yu ZHOU， ME.d PhD study programme - Special Education Studies Supervisor Prof. PhDr. PaedDr. Miloň Potměšil, Ph.D. Olomouc, Czech Republic 2015 Declaration of Originality I, Yu ZHOU (Student number 80032169) declare that this dissertation entitled “Research on Tibetan Teachers’ Attitude towards Inclusive Education” and submitted as partial requirement for Ph.D. study programme of Special Education is my original work and that all the sources in any form (e.g. ideas, figures, texts, tables, etc.) that I have used or quoted have been indicated and acknowledged in the text as well as in the list of reference. __________________ __________________ Signature Date I Acknowledgements It is incredible to image that, have I achieved a Dr Monograph? Yes, I really made it right now!—therefore, I became the first person to get a Ph.D in my family history so that is sufficient to make my family and me proud. At the moment, I‘d like to this paper for myself who turns 37 next month as a perfect birthday present. It stands to reason that, I made an ideal blend of major and personal interest under the guidance of my supervisor Prof. PhDr. PaedDr. Miloň Potměšil, Ph.D., that my research can be completed successfully. I still have a cherished hand drawing which concerns about the Lhasa of Tibet and the Danba by him whom painted it face to face in his office originally. Such precious teacher-student emotions that marked starting point of Tibetology research in my academic career which inspires me to study hard in my life. It is certain that, I have already become ―the best work‖ of my parents created—although I still with any defect, as well as I still not remove the ―coat‖ of ―an unfilial son who is to have no heir‖. Even so, I still their forever love. My sister, I can say for sure that, you are the only family member who approves and supports my further studies overseas. My niece Rui, I can still point out that we are crying and hugging together before going abroad which made me often remind and warm my heart. You use to be my sweet heart forever. The company of the family is everywhere along my way of life which contains my inside world. It is worth mentioning that, with Mr. Haidong, we are ―conspire‖ my path of individual academic career in the red building of Shizishan; with my friend Ricky, we are sharing ―daily‖ to each other; with doctor Haihong, we are crossing the field between edge and hinterland in the Qinghai-Tibet Plateau…all of these filled with my favorite memories. In addition, doctor Xingping who‘s my younger sister, as well as a master of data analysis in my mind, with her help in the critical moment that also made me remain fresh. It is impossible to forget that, my all day along with high-cold and oxygen deficit, lonely, dangerous, anxious, dread, and I very appreciate it can be met every right II people during my field work in Tibetan regions, I cannot forget those people, they are: Yan, Lv, Naoqi, Degi, Xiaocai, Tenzin in Tibetan Huaxiang School; Pema Dorje, Sonam Tashi, Katsering in the Yangtze River Ethnic School; and those 307 teachers in Tibetan schools who helps me filled out questionnaires, and thanks to you all with my most sincerely wishes, as well as my highest consideration and respect. Eventually, how I longed to present saintly Tibetan Khatags, to bounce soulful Tibetan string, to dance beatific Tibetan Guozhuang, with that kindness, truth, plain, simple and honest people on the land of Tibetan areas for generations. ―Tashi delek‖. When the night approaches, streetlamps begin to light, my grandmother in heaven whispered to me, ―My dear grandson, I‘m so glad to see you are wearing academic dress of doctor, and I am so proud of you.‖— To memorize my grandmother whom I loved dearly. Olomouc, Czech Republic 09052015 III Abstract ―Inclusive education‖ as a rising educational concept, it focuses on special educational needs which derived from the field of special education, and it was suggested in the 1990s. After ten years, it introduced into China. It appeared ―learning in regular class‖ which is a part of the model of inclusive education in schooling practice of Tibetan regions. Nonetheless, only a few Tibetan disabled children have educational opportunities, but not are excluded from school because of the subjective and objective reasons such as their disabilities, discrimination, and a long distance to special schools and so on. However, the official found that ―learning in regular class‖ has only created enrollment opportunities to school with disabled children in form, but there is not appears ―full inclusion‖ in nature on the aspects of educational environment, education resources, faculty, teaching pattern and others between ordinary school and the special educational demands of disabled children. The form of inclusive education is currently in the pilot phase. There has done not have a scientific way to examine results of the implementation of inclusive education. Of course it is dependent on the intervening of academic force. It should take into consideration the present schooling practice in time, in order to enlighten the future development of special education. It is worth to construct the theory of inclusive education of Tibetan schools which deeply rooted in Tibetan culture by scholars who concentrate more about Tibetan education with special needs. In ordinary schools, teacher is the most influential factor of success to education, and the attitudes are the key element to succeed in practice of inclusive education. Therefore, as an ideal shortcut to take Tibetan teacher as the point of penetration for the sake of the understanding of the development situation of inclusive education, as well as the contribution to inclusive education practice in the Tibetan region. As a result, research picks up the attitudes of Tibetan teachers towards inclusive education as research object. The research by studying the three element factors of attitude as cognitive, emotional and behavior tendency of Tibetan teachers towards inclusive education, in order to explore the characteristics of the attitudes of Tibetan teachers IV towards inclusive education. Based on the research methods of macro-investigation, the research developed three characteristics of the attitude of the Tibetan teacher, as the demography, educational background and educational experiences with disabled students. By the analysis of characteristics of the attitude of the Tibetan teacher has, and combine with the reality of Tibetan schools, the study propose several suggestions on the Tibetan teacher, Tibetan schools and Tibetan educational establishment. They are: (1) it should make a difference between to them and concrete analysis of concrete problems. (2) Tibetan school intended to strengthen atmosphere of inclusive education in class by teachers, so that to develop one of teachers‘ evaluation content, which must be let more special needs children beneficial in the school, as well as to come into being the right attitude and motivation of Tibetan teachers towards inclusive education. (3) Tibetan school intended to strengthen atmosphere of inclusive education in class by teachers, so that to develop one of teachers‘ evaluation content, which must be let more special needs children beneficial in the school, as well as to come into being the right attitude and motivation of Tibetan teachers towards inclusive education. as Tibetan educational establishment which undoubtedly to undertake the roles of policy-maker and information interpreter, and lead all effective education information and regulation into all kinds of Tibetan schools, in order to make more basic school teachers understanding of the new educational concepts timely and clearly, so that to form an acceptable and active attitude. The research has also found by the method of micro-ethnography that, (1) the Tibetan school exists formalized practice of ―inclusive education‖ where lack of effective educational diagnosis methods of special children; (2) It has deficient teaching staff of inclusive education, that teacher also lacked of related knowledge and experience; (3) It has positive attitude of Tibetan teachers toward full inclusion, so that made a basis for application and practice of inclusive education in Tibetan school in next phase of implementation. But the Tibetan teachers‘ attitude towards inclusive education acceptable and positively laid the foundation for constructing the system of inclusive education in Tibetan ordinary schools of China. The Tibetan V teachers point out, due to family reasons, it appears with the phenomenon of a state of overwhelmed, which out of line of basic life. But they are major force of reform of inclusive education in Tibetan school, it undoubtedly show that the difference between them which need to bring to the attention by authority. Because of personal academic ability and the limitation of research conditions, research is insufficient in representative samples and the index design needs further optimization. Therefore all these insufficiency and shortcomings need to be made up for in the future study. Key words: Inclusive education; Attitude; Learning in regular class; Tibetan teacher; Tibetan school VI Table of Contents LIST OF FIGURES ......................................................................................................
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