Educational Services for Tibetan Students with Disabilities Living in India: A Case Study

Autor/inn/en	Barnes, Britany; Gibb, Gordon S.; Ashbaker, Betty Y.; Prater, Mary Anne
Titel	Educational Services for Tibetan Students with Disabilities Living in India: A Case Study
Quelle	In: International Journal of Special Education, 29 (2014) 2, S.18-28 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Foreign Countries; Case Studies; Disabilities; Residential Programs; Immigrants; Interviews; Observation; Content Analysis; Buddhism; Cultural Relevance; Social Attitudes; Student Needs; Needs Assessment; Special Schools; Adults; Teachers; Administrators; Allied Health Personnel; Admission (School); Language Usage; Family Characteristics; Sociocultural Patterns; Religion; Student Placement; Program Effectiveness; Educational Objectives; Rehabilitation; China; India + Suchen Sie Ihr Suchwort? Ausland; Case study; Fallstudie; Case Study; Handicap; Behinderung; Sozialer Wohnungsbau; Immigrant; Immigrantin; Immigranten; Interviewing; Interviewtechnik; Beobachtung; Inhaltsanalyse; Buddhismus; Social attidude; Soziale Einstellung; Bedarfsermittlung; Special school; Sonderschule; Lehrer; Lehrerin; Lehrende; Sprachgebrauch; Soziokulturelle Theorie; Schülerpraktikum; Educational objective; Bildungsziel; Erziehungsziel; Indien
Abstract	This case study describes services for students with disabilities at Karuna Home in Bylakuppe, Karnataka, India, a residential facility established to address the needs of individuals whose parents are primarily Tibetan immigrants. Interview, observation, and document review data collected over three months were used to describe and explain sociocultural and educational aspects of the school. Findings indicate that service providers embrace Tibetan Buddhist beliefs about individual worth and charitable service that can benefit the children and their caregivers in this life and the next, and that karma and other factors play roles in disability. Areas of concern and needed professional development are described, including effective assessment of academic and behavioral needs, improved planning and instruction using data-based objectives, and reliable monitoring of student progress toward intended learning and behavioral outcomes. Study findings can inform others who endeavor to provide similar services to individuals with disabilities in small or unique populations. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10