SIGHTED STUDENTS’ PROSOCIAL BEHAVIOUR TOWARDS ASSISTING PEERS WITH VISUAL IMPAIRMENT IN TANZANIA INCLUSIVE SECONDARY SCHOOLS

Abstract

This study analysed sighted students’ prosocial behaviour towards assisting their peers with visual impairment (VI) in inclusive secondary schools in Iringa Municipality, Tanzania. An 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 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 co-education schools for students with VI are recommended in the paper.

Social support for students with visual impairments in educational institutions: An integrative literature review

“…In one study (Celeste, 2007) no information is given regarding the type of educational institution. Six studies were qualitative and nine were quantitative and two studies (Irungu & Wamocho, 2010;Milinga & Possi, 2015) used both qualitative and quantitative methods. It should be noted that seven of the nine quantitative studies presented the outcomes of educational interventions.…”

“…Despite the cultural and educational differences that may exist between the countries where the studies were conducted, the accounts of their participants reveal that they conceptualise social support in a similar way, that is, as the development of cooperation and friendships with staff members and peers, and the empathetic behaviour and provision of assistance on the part of the latter in tasks and activities which the students find difficult (Bodaghi et al, 2016(Bodaghi et al, , 2017Manyumwa, 2018;Milinga & Possi, 2015;West et al, 2004).…”

“…A limited number of studies investigated the differences in the experiences of social support among students with visual impairments compared with students without visual impairments (Hadidi & Al Khateeb, 2014), or according to the frequency of social interactions with sighted peers (Milinga & Possi, 2015) or to gender (Hadidi & Al Khateeb, 2014;Huurre et al, 1999). The limited evidence base makes it hard to draw any firm conclusions.…”

“…Differences based on frequency of social interactions with sighted peers. Alongside the work outlined above, Milinga and Possi (2015) also investigated the factors which influence sighted students' prosocial behaviours towards their peers with visual impairments. It was found that sighted boarding students exhibited more prosocial behaviours towards adolescents with visual impairments than sighted day students, which the authors attributed to the frequency of their interactions.…”

Rethinking Gifted Education in Tanzania: Toward Its Development in the Country

“…Quoting Corrigan et al (2013) prosocial behaviors refer to “the types of altruistic behaviors indicative of people with good character, a kind heart, or high moral standards” (p. 39). The benefits of prosocial behavior have been documented widely (Milinga & Possi, 2015; Onyishi, 2012). The importance of prosocial behavior reported in literature is evident in the strategic efforts in promoting these behaviors in Hong Kong (Siu et al, 2012), for example.…”