Helping Behaviour and Self-Esteem of the Helped in Inclusive Schooling:
| dc.contributor.author | Joseph Reginard Milinga, Mwajabu K. Possi | |
| dc.date.accessioned | 2018-06-18T14:10:22Z | |
| dc.date.available | 2018-06-18T14:10:22Z | |
| dc.date.issued | 2018-03 | |
| dc.description.abstract | Abstract Despite the plethora of studies that have attempted to examine self-esteem in a variety of contexts, few studies have focused on investigating the self-esteem of students with visual impairments as a function of receiving help from their sighed peers within the context of inclusive schooling. Employing a qualitative approach, this study examines the ways sighted students assist their peers with visual impairments in an inclusive secondary school setting in relation to the self-esteem of the help-recipients. It does so, by highlighting the decision for seeking help and threat to self-esteem models. The findings have indicated that, sighted peers assisted their friends with visual impairments in a number of ways despite the fact that, some of the help-recipients were unsatisfied with the help given. Generally, students with visual impairments were comfortable seeking assistance from their sighted peers, with high self-esteem levels despite the concerns raised. Finally, discussions of these findings and recommendations are provided | en_US |
| dc.identifier.citation | APA | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.11810/4727 | |
| dc.language.iso | en | en_US |
| dc.publisher | KAD International | en_US |
| dc.relation.ispartofseries | 5 (1);1 | |
| dc.subject | Helping behavior, Self Esteem, Inclusiveness | en_US |
| dc.title | Helping Behaviour and Self-Esteem of the Helped in Inclusive Schooling: | en_US |
| dc.type | Journal Article | en_US |