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Sighted Students’ Prosocial Behaviour towards Assisting Peers with Visual Impairment in Tanzania Inclusive Secondary Schools

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dc.creator Milinga, Joseph R.
dc.creator Possi, Mwajabu K.
dc.date 2016-02-02T13:11:15Z
dc.date 2016-02-02T13:11:15Z
dc.date 2015
dc.date.accessioned 2018-04-18T11:49:31Z
dc.date.available 2018-04-18T11:49:31Z
dc.identifier APA
dc.identifier 2374-3670
dc.identifier http://hdl.handle.net/123456789/258
dc.identifier.uri http://hdl.handle.net/123456789/9976
dc.description This is a co-authored paper in UNISA
dc.description 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.
dc.language en
dc.publisher Unisa Press
dc.subject altruism
dc.subject egoism
dc.subject inclusion
dc.subject provision
dc.subject Tanzania
dc.subject Visual
dc.title Sighted Students’ Prosocial Behaviour towards Assisting Peers with Visual Impairment in Tanzania Inclusive Secondary Schools
dc.type Journal Article, Peer Reviewed


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