ABSTRACT
Chapter 6 contains the results of the presented research and conclusion. To achieve this research purpose, in this research, with value theory, intervention theory and the theory of four levels of culture as the theoretical basis and theoretical method for the research, much literature was collected to understand the traditional Tibetan culture and its value theory and intervention theory. About 600 students of general secondary schools and special education schools, about 200 parents and about 200 teachers in the Tibet Autonomous Region, Tibetan region of Sichuan Province, Tibetan region of Qinghai Province and Tibetan region of Gansu Province were recruited for a questionnaire survey. In the Tibetan regions, the traditional culture is deficient in terms of a tradition of school education, but it inevitably influences the life of the local people. Education should consider the inheritance of ethnic culture and meet the basic needs of the real social life of people. Therefore, special education interventions based on the cultural foundation and real social conditions of the ethnic group are ideal for disabled adolescents in the Tibetan regions. Special education interventions cannot only stick to the requirements of the inheritance of its traditional culture and adaption to the cultural values of the ethnic group.
