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. The authors draw on their interviews with students, parents and teachers to shed light on how education is viewed by the general population in Tibet. The book looks at themes such as traditional Tibetan education, the ways in which value orientation affects the development of disabled children, the role of special education interventions in building self-esteem and confidence and the importance of developing pedagogical care and special schools in Tibet. It also reviews China's existing legal provisions and policies dedicated to persons with disabilities in comparison with Tibet. Finally, it emphasizes the role of practicing social acceptance for children with special educational needs and recommends developing special education interventions based on the cultural foundation and real social conditions of the ethnic group. Based on in-depth qualitative and quantitative research, this book will be of interest to teachers, students and researchers of education, special education, curriculum studies, sociology, anthropology, disability studies, minority studies and cultural studies. It will also be useful for educationalists, special education institutions, policymakers, social activists and NGOs.

Many factors have impact on the development of inclusive education, including social, cultural, economic context and the advancement of educational sciences. Analysing and comparing these issues provides a basis for understanding the problems of inclusion of learners with disabilities in mainstream education. The book familiarises readers with the historical and cultural conditions for the development of inclusive education. It presents concepts and everyday practices (financing, preparation of teachers and institutions). The book also takes a challenge to discuss the development prospects of inclusive education. The structure of the book allows for comparing the situation of learners with disability and the structural solutions of inclusive education in the countries of the study.