This is a co-authored paper in UNISA
embedded single case study design was used.
Seventy six respondents, consisting of teachers and students with and without
VI participated in the study. Data was collected through semi-structured and face
to face interviews, focus group discussions, and closed-ended questionnaires.
Data was analysed through thematic analysis and presented in tables and
quotations of participants’ actual words. Results have indicated differences
in prosocial behaviours between sighted day-students and sighted boarding school students students with the latter being more prosocial as a result of altruistic and egoistic
factors; having a positive attitude and due to the influence of religion and school
administration . Similarities between sighted students and those with VI were
linked to sighted students’ prosocial behaviour. The latter students’ attributions,
and misunderstandings among students. determined their prosocial behaviour
towards assisting their peers with VI. Awareness raising and sensitisation of
members of the community, as well as replicating the study in inclusive and coeducation
schools for students with VI are recommended in the paper.