NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ892126
Record Type: Journal
Publication Date: 2010-Aug
Pages: 15
Abstractor: As Provided
Reference Count: 51
ISSN: ISSN-0885-6257
Students with Intellectual Disabilities Acting as Tutors: An Interpretative Phenomenological Analysis
Borisov, Christine; Reid, Greg
European Journal of Special Needs Education, v25 n3 p295-309 Aug 2010
This study investigated the perceived benefits of five adolescents with an intellectual disability functioning as tutors or teacher assistants in physical education. Their personal experiences and interpretations were ascertained by interviews, video recording, photographs, and field observations. An interpretative phenomenological analysis revealed different combinations of benefits for each participant. All expressed positive affect from helping. Four participants identified pride and accomplishment and connectedness, while three spoke about career ambitions and self-identity. Two addressed responsibility towards others, being a role model, and modification of behaviour. One student addressed altruism as a benefit. The young leaders' experiences were interpreted in terms of roles, role theory, and a responsibility model. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada