This study investigated the reported benefits of adolescent students with an intellectual disability as tutors or teacher assistants in physical education. The personal experience and meaning of five young leaders with an intellectual disability was reported by means of an interview, video activity, picture activity, and field observations. An interpretative phenomenological analysis (IPA) was used. The analysis revealed different combinations of benefits for each participant. All participants expressed positive affects from helping. Four participants identified pride and accomplishment and connectedness. Three participants demonstrated career ambitions and self-identity. Two participants addressed responsibility towards others, being a role model, and modification of behavior. One student addressed altruism as a benefit. The young leaders' experiences were discussed in terms of their roles (Allen & Feldman, 1976), role theory (Thomas & Biddle, 1966), previous tutoring literature, and Hellison's responsibility model (2003).
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.115991 |
| Date | January 2008 |
| Creators | Borisov, Christine. |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Master of Arts (Department of Kinesiology and Physical Education.) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 003163993, proquestno: AAIMR66924, Theses scanned by UMI/ProQuest. |
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