INTANGIBLE CULTURAL HERITAGE ASSISTANCE - TAKING THANGKA PAINTING MAJOR OF TIBET SPECIAL EDUCATION SCHOOL AS AN EXAMPLE

With the increasing attention of society to the quality of life of disabled people, intangible cultural heritage plays an increasingly prominent role in their life healing. This study focuses on an innovative practice in Tibet's special education system -- the establishment of Thangka painting major in Tibet's special education schools, with the purpose of exploring and evaluating the potential and effect of intangible cultural heritage in helping disabled groups. The study adopted a combination of qualitative and quantitative methods. Through in-depth observation of Thangka painting courses in special education schools in Tibet, questionnaire survey and follow-up interview were conducted among Thangka painting major students in special education schools in Tibet, focusing on the changes of students' emotional, cognitive and social adaptability. The results showed that the students with disabilities who participated in Thangka painting education showed significant progress in emotional expression, self-confidence building, concentration improvement and hand-eye coordination. The study also found that Thangka painting not only promoted cultural inheritance, but also provided students with disabilities with a healing form of artistic expression, deepening their awareness and identification with national culture. In addition, through interviews with parents and teachers, the study also explored the positive impact of the Thangka painting education model on families and society. This study provides an important case for the application of intangible cultural heritage in the field of special education, provides a new perspective and feasible path for the combination of cultural heritage education and the well-being of people with disabilities, and puts forward constructive suggestions on how to promote similar programs in more regions in the future.