Students with intellectual disabilities acting as tutors: an interpretative phenomenological analysis

Abstract

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.

Keywords:

• tutoring
• physical education
• intellectual disabilities