Helping Behaviour and Self-Esteem of the Helped in Inclusive

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dc.contributor.authorMilinga and Possi, J. R and M.K
dc.date.accessioned2018-06-09T08:40:11Z
dc.date.available2018-06-09T08:40:11Z
dc.date.issued2018-03
dc.description.abstractDespite 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.citationJournal of Advocacy, Research and Education, Vol 4en_US
dc.identifier.urihttp://hdl.handle.net/20.500.11810/4725
dc.language.isoenen_US
dc.publisherKAD Internationalen_US
dc.relation.ispartofseriesISNN 2410-4981;5 (1)
dc.subjectHelping Behaviour and Self-Esteem of the Helped in Inclusive Schooling:en_US
dc.titleHelping Behaviour and Self-Esteem of the Helped in Inclusiveen_US
dc.typeJournal Article, Peer Revieweden_US
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