Educating the visually impaired requires unique consideration in which they would be provided with the tools, skills, and strategies they need to develop alternative means of obtaining information. The alternative means are compensatory access, sensory efficiency, assistive technology, orientation and mobility, independent living, social interaction, recreation and leisure career education and self-determination skills. The study sought to investigate the expanded core curriculum skills for students with visual impairment. It compares the level at which these skills were acquired and how they influence their competence. The researchers employed descriptive cross-sectional design for the study. 93 students with visual impairment were selected using multi-stage sampling technique from University of Cape Coast and University of Education, Winneba for the study. Frequency and percentages and ANOVA were used to analyse the data to answer the research questions and the hypothesis respectively. The results of the study indicated that majority of the students with visual impairment started the study of the expanded core curriculum skills from the basic level of education. It also became clear that those who started the learning of the expanded core curriculum at the basic level proved to be very competent. It was recommended that the Special Education Division of Ghana Education Service should intensify the teaching and learning of expanded core curriculum skills at the basic school so as to continue to impact ECC competence throughout a child’s academic life.

This investigation aimed to investigate the emotional reactions and burnout experienced by instructors who taught wards having some exceptional needs and students who are placed in the inclusive institutions located in the Offinso municipality in Offinso municipality: the moderating effects played by coping methods. For the purpose of providing a full analysis of the research problem, the investigation took a descriptive survey technique and collected quantitative data. The population of Offinso Municipality was 1155, and a sample of 219 instructors was taken from that population using several sampling approaches, including simple random sampling, proportionate stratified sampling, and purposive sampling. The replies of the respondents were gathered through the use of a questionnaire. The investigation was successful in achieving three goals. In addition, the educators displayed unsatisfactory feelings or emotional sentiments in their diverse classes. Once more, the findings of the investigation demonstrated educators in inclusive environments as resorting to incorrect coping techniques in order to deal with their feelings of burnout. One of the recommendations was that educators of pre-service instructors should guide their learners through various adaption tactics so that they can cultivate happy feelings before they graduate.

Test anxiety is a serious problem for many students. It is a major obstacle to academic performance. In view of this, it is necessary to help students manage test anxiety through psychological interventions. This study investigated the combined effects of cognitive restructuring therapy and study skills counselling on test anxiety among senior high school students in Ghana. The population for this study was all second year senior high School students in the Komenda Edina Eguafo Abrem Municipality. Quasi-experimental, pre-test, post-test control group design guided the study. Simple random sampling technique was used to select 40 respondents to participate in the study. Two research hypotheses were formulated for the study and tested at 0.05 level of significance. The data were analysed using independent samples t-test. The study revealed that cognitive restructuring and study skills counselling had significant effect on the test anxiety of participants in the experimental group at post-test when compared with the control. Again, the results showed that there was no significant influence of gender on the test anxiety scores of the participants in the experimental group at post-test. Based on the findings, it was recommended that counsellors should make use of cognitive restructuring and study skills counselling in order to reduce or manage test anxiety among senior high school students.

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