| dc.creator |
Milinga and Possi, J. R and M.K |
|
| dc.date |
2018-06-09T08:40:11Z |
|
| dc.date |
2018-06-09T08:40:11Z |
|
| dc.date |
2018-03 |
|
| dc.date.accessioned |
2021-05-07T11:51:55Z |
|
| dc.date.available |
2021-05-07T11:51:55Z |
|
| dc.identifier |
Journal of Advocacy, Research and Education, Vol 4 |
|
| dc.identifier |
http://hdl.handle.net/20.500.11810/4725 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.11810/4725 |
|
| dc.description |
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. |
|
| dc.language |
en |
|
| dc.publisher |
KAD International |
|
| dc.relation |
ISNN 2410-4981;5 (1) |
|
| dc.subject |
Helping Behaviour and Self-Esteem of the Helped in Inclusive Schooling: |
|
| dc.title |
Helping Behaviour and Self-Esteem of the Helped in Inclusive |
|
| dc.type |
Journal Article, Peer Reviewed |
|