Helping Behaviour and Self-Esteem of the Helped in Inclusive Schooling: A Double-Edged Sword?

Journal of Advocacy, Research and Education

Joseph Reginard Milinga¹  Mwajabu K. Possi² 

[1] Mkwawa University College of Education, Department of Educational Psychology and Curriculum Studies, P. O. Box 2513, Iringa, Tanzania;University of Dar es Salaam, School of Education, Department of Educational Psychology and Curriculum Studies, P. O. Box 35048, Dar es Salaam, Tanzania;

关键词: helping behaviour;    inclusive schooling;    qualitative study;    self-esteem;    visual impairment;   

DOI  :  

来源: DOAJ

【 摘 要 】

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.

【 授权许可】

Unknown