Children with Special Needs Questions and Answers

Answer: C

The correct statement is that gifted children have a high degree of mental ability in specific domain of knowledge.

Giftedness is usually described as outstanding ability or potential in one or more particular areas, such as mathematics, music or language, and not as excellence across the board.

The other statements overgeneralise. Gifted children are not automatically socially and emotionally superior; some struggle with peers or with perfectionism. Nor do they excel in every academic subject and every extra-curricular activity. Producing novel and original solutions describes creativity, which is related to giftedness but is a separate trait, so it is not the defining statement here.

Answer: D

The effective strategy is using visual aids and hands-on activities.

Children with Attention Deficit Hyperactivity Disorder find it hard to sustain attention, sit still and control impulses. Visual aids hold attention, and hands-on activities give them a purposeful outlet for movement, so they stay engaged with the task.

The other options make matters worse. Long, non-stop lectures demand exactly the sustained attention these children lack; short tasks with breaks work better. Constant critical feedback damages motivation and self-esteem, where specific praise helps. Multi-tasking overloads attention; instructions should be broken into one step at a time.

Answer: B

The early signs are long delays in fine motor and gross motor skills.

Cerebral palsy is a group of disorders of movement and posture caused by damage to the developing brain. Its first signs appear in motor milestones: delay in holding up the head, rolling over, sitting, crawling or walking (gross motor), and in reaching, grasping and using the hands (fine motor), often with unusually stiff or floppy muscles.

Comprehension, reading and writing, and visual recognition are not the identifying signs. Many children with cerebral palsy have typical intelligence, and reading and writing are not expected in infancy, when the motor delays already show.

Answer: D

A teacher should cater to the cognitive, social and emotional needs of gifted children.

Gifted children need intellectual challenge, but they also have social needs (finding peers, working in groups) and emotional ones (perfectionism, sensitivity, the feeling of being different). Inclusive practice addresses the whole child.

The other options each meet only part of these needs. Attending only to cognitive needs, or to cognitive needs with just one of the other two, leaves the gifted child's development unbalanced.

Answer: B

The correct statement is that sensory integration and regulation help children with Autism Spectrum Disorder.

Many autistic children are over- or under-sensitive to sound, touch, light or movement. Activities that help them process and regulate sensory input can reduce distress and improve attention and participation.

The other statements are wrong. ASD is characterised by difficulties in social communication, not excellent communication skills. It is not primarily a hearing impairment. Autistic children usually prefer routine and sameness and are often upset by new stimuli, rather than seeking new ones every day.

Answer: B

An effective strategy is maintaining a predictable routine.

Many children with autism find unexpected change stressful. A predictable routine, often supported by visual schedules, reduces anxiety and helps them know what comes next, which frees attention for learning.

Audio-visual aids are usually helpful, since many autistic learners respond well to visual supports, so avoiding them is wrong. Strict discipline and punishment do not address the underlying needs. Insisting on constant eye contact can be uncomfortable and distressing for many autistic children and is not a teaching strategy.

Answer: A

ADHD is characterised by an ongoing pattern of impulsivity.

Attention Deficit Hyperactivity Disorder is defined by a persistent pattern of inattention and/or hyperactivity and impulsivity that interferes with functioning: acting without thinking, interrupting, difficulty waiting a turn.

Restricted and repetitive behaviour patterns are a core feature of autism spectrum disorder. Delayed motor and language skills point to developmental delay or specific disorders. High levels of depression and mood swings describe mood disorders. None of these defines ADHD.

Answer: D

Gifted children absorb information quickly and accurately.

Gifted learners are marked by high general or specific ability: they learn fast, grasp and remember new information with little repetition, and see connections others miss.

The other options are common myths. Gifted children do not necessarily excel in every academic and co-curricular area; many are gifted in one field. High cognitive ability does not guarantee strong social communication, and some gifted children find peer relationships hard. They may seem distracted when bored by work below their level, but low concentration is not a defining trait.

Answer: C

Students with autism are at ease with familiar and predictable routines.

Autism spectrum disorder commonly involves a strong preference for sameness and routine. Predictable schedules reduce anxiety, which is why teachers use visual timetables and advance warnings of changes.

The other options are typical difficulties, not strengths: communicating with strangers, making eye contact during conversation, and coping with rapid transitions between activities are usually hard for autistic students.

Answer: D

The incorrect statement is Gifted children have lower sense of curiosity and poor imagination skills.

Gifted children are typically marked by high curiosity, a strong imagination, creativity and a love of asking questions, so this statement describes the opposite of giftedness.

The other statements are correct. Giftedness occurs at different levels, and some children are 'twice exceptional', gifted and also with a disability. A child can be gifted in more than one kind of intelligence. And gifted potential needs to be nurtured to develop.