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Despite research emphasis on university students' counselling needs and service benefits, barriers to counselling service participation for students have been less explored in Ghanaian higher education. Yet literature is replete with reports on high undergraduate student attrition and a low sense of belonging, stressing the severe need for increased counselling service participation among students in higher education. This article explored the barriers to increased counselling service participation faced by Ghanaian public university students. Our research engaged 13 counselled undergraduate students, purposively selected via snowball and convenience sampling techniques. We engaged study participants in in-depth interviews and a focus group discussion to gather appropriate data and further used the interpretive phenomenological approach to find meaning in the gathered data. Students revealed their perceptions on poor counsellors' sense of initiative, their low service awareness, and their misconceptions which seem to hinder students' counselling service participation. Our results underscore the need for more service advertising and possibly increased counsellor initiative to promote counselling service use among higher education students in Ghana. Daily service advertising with counsellors' reliance on text and WhatsApp messaging, still pictures and short videos on the various campuses (Amos et al., 2020) would considerably increase students' awareness of counselling services.

Implementing differentiated instruction (DI) in inclusive classrooms presents many challenges that often limit the teachers' ability to use the strategy. Research tends to indicate that, though DI is a viable approach to meeting the le individual learner's needs in mixed ability classrooms; it is poorly implemented in regular schools. This study sought to investigate the perspectives of primary school teachers on the use of DI in an inclusive classroom in Enugu state, Nigeria. The study adopted a descriptive survey research design using a sample of 382 primary school teachers in the study area. Data were collected using a validated researcher-developed Teachers' Use of Differentiated Instruction Questionnaire (TUDIQ). Percentages, pie-charts, and bar charts were used in analyzing and presentation of data collected for the study. Results indicated that the extent to which teachers implement DI was low, and time constraint limits the use of DI. The results further revealed that teachers need more information on how to develop rubrics; students' directed assessments; how to manage large class while implementing DI; how to use differentiated instruction without watering down the curriculum contents; the need for changes in classroom structure to accommodate small groups; and the need for more training on DI and the provision of diverse learning aids in schools. The implication for teacher education is that DI has to form critical curriculum content for colleges of education and faculties of Education in the Universities.

The inclusion of career guidance in the life orientation (LO) curriculum has posed a number of challenges for LO teachers in South Africa. LO teachers seem to experience confusion, feelings of incompetence, and insufficient training that points to a need for training and professional development. The purpose of this article is to explore the training needs of LO teachers in teaching career guidance at rural high schools in the Lephalale Municipality of the Waterberg District. A qualitative research approach was followed in this study. This study was a small investigation in which non-probability purposive sampling was used to select 2 secondary schools and 1 LO teacher per selected school. Face-to-face, semi-structured interviews were used to elicit responses from a purposefully selected sample of 2 Further Education and Training (FET) LO teachers at 2 rural high schools in the Lephalale Municipality. FET LO teacher training needs in teaching career guidance emerged as a major theme and is discussed in this article.

This conceptual article is anchored on critical phenomenology to challenge the monopolisation of visual arts by the sense of vision, thus depriving visually impaired people of aesthetic value beyond ordinary cognitive faculties. In this study, we discuss the forms of painting, drawing and sculpting defined as Visual Arts referring to appreciation only by vision; thus, excluding the visually impaired as unable to appreciate or create by sight. This exclusiveness has dominated and directed art aesthetics and ethics, allowing aesthetic criteria research projects and educational curricula to be established and, conventionally, maintain their static existence unchallenged. Furthermore, vision exclusiveness limits creative thinking and artistic inspiration. This article demonstrates the need and importance of broadening students' artistic conceptualisation of inclusiveness in Visual Arts by exploring three fields of humanities education, i.e., academic, educational and sociocultural. The article challenges established stereotypes by introducing innovative approaches and opening alternative channels of creative and critical thinking in higher art education. From a sociocultural viewpoint in the South African context, the analysis questions the validity of certain firmly rooted stereotypical concepts about art values and standards by encountering the visually unimpeded and impaired. While the research broadens students' artistic conceptualisation of inclusiveness in Visual Arts, it simultaneously promotes the concept of hephapreneurship (hepha+preneurship), a neologism inspired by the Greek god, Hephaestus, protector of arts and crafts, himself handicapped. The term does not draw attention to the inabilities of persons with visual impairment, but their creative abilities through encouragement and motivation. By direct and open exposure to the problem, the research promotes the importance of arts education as a challenging platform for interaction between two, by definition, opposed realities.

The aim of this study was to explore career construction of a man with dysarthria and how he resiled to the golden age of 50 despite disability and illiteracy. Through a qualitative idiographic case study, three members of Seithati's family were interviewed: the mother, a sister and a brother. The interpretative phenomenological analysis was employed and three themes that emerged were: "Exclusion/inclusion dynamic," "Biopsychosocial model of support" and 'Informal/formal careers." The article concludes that informal careers are feasible alternatives for people with disabilities not in education, employment or training. Informal careers can assist them to develop skills to be employable.

Successful school transition is a basis for career development and eventual overall adult educational and socio-economic outcomes. Transitioning through primary school grades is a combination of relative academic and social skills acquired in each grade and forms the basis for subsequent academic and social success at ensuing educational pursuit and adult independent life. Evidence indicates that learners with autism spectrum disorder (ASD) and their families experience limiting challenges in their school transition at different levels. There is a gap in the literature as to the specific factors that constitute school transition difficulties in primary school learners with ASD in the area of study. The purpose of this study was to investigate challenges that learners with ASD face as they transition through school grades. The study adopted a phenomenological design with 12 participants (6 parents and 6 teachers). Two focus group discussions were held to collect data analysed using inductive thematic analysis. The results revealed three main themes, which included poor academic achievement and skills development, social and economic challenges as well as behavioural problems. The findings of the study suggest an increased need for home-school collaboration during the early stages and throughout the school years for the effective transition of learners with ASD. Thus, providing learners with ASD and their families with academic, emotional and behavioural intervention and support can help learners with autism to develop personal resources that will encourage their educational success.

This article presents an exemplary case study of an Independent Business Owner (IBO) from multiple case studies on narratives of differently abled persons. The aim of this article is to illustrate mainstreaming disability through an exemplary case of the IBO. The article is informed by the imperatives of critical theory to understand mainstreaming disability. I examine mainstreaming disability in reference to inclusive education and sustainable development via hephapreneurship (later described in the text). The purposively selected sample of the study was (n = 18) participants. The argument forwarded suggests hephapreneurship as one way of mainstreaming disability. Data were collected through interviews, observations and informal conversations. Results indicate the need to unlock entrepreneurial capacities of persons with disabilities such that they may contribute to sustainable development. The study concludes by showing that the participation of independent business owners in sustainable development activities could serve as an anchor for mainstreaming disability beyond 2015.

The purpose of this study is to inform global citizenship practice as a higher education agenda by comparing the retrospective experiences of a range of community engagement partners and including often silent voices of non-researcher partners. Higher education-community engagement aims to contribute to social justice as it constructs and transfers new knowledge from the perspectives of a wide range of community engagement partners. This qualitative secondary analysis study was framed theoretically by the transformative-emancipatory paradigm. Existing case data, generated on retrospective experiences of community engagement partners in a long-term community engagement partnership, were conveniently sampled to analyse and compare a range of community engagement experiences ("parents" of student clients (n = 12: females 10, males 2), "teachers" from the partner rural school (n = 18: females 12, males 6), "student-educational psychology clients" (n = 31: females 14, males 17), Academic Service-Learning ("ASL") "students" (n = 20: females 17, males 3) and "researchers" (n = 12: females 11, males 1). Following thematic in-case and cross-case analysis, it emerged that all higher education-community engagement partners experienced that socio-economic challenges (defined as rural school adversities, include financial, geographic and social challenges) are addressed when an higher education-community engagement partnership exists, but that particular operational challenges (communication barriers, time constraints, workload and unclear scope, inconsistent feedback, as well as conflicting expectations) hamper higher education-community engagement partnership. A significant insight from this study is that a range of community engagement partners experience similar challenges when a university and rural school partner. All community engagement partners experienced that higher education-community engagement is challenged by the structural disparity between the rural context and operational miscommunication.