Children with Special Needs Questions and Answers

Answer: B

Teachers should use Braille, which is a tactile system.

Braille represents letters and numbers as patterns of raised dots read with the fingertips, so it gives visually challenged students access to written text through touch.

Frequency modulated (FM) transmission devices are assistive listening systems for students with hearing impairment, and Braille is not an auditory system.

Answer: B

People-first language is in consonance with the human rights approach to inclusion.

Saying 'students with a learning disability' puts the person first and treats the disability as one characteristic among many, not as the person's identity. This reflects respect for the dignity and rights of every individual, which is the basis of the rights-based approach of laws such as the Rights of Persons with Disabilities Act, 2016.

It does not take away from inclusion (A); it supports it. It moves away from the medical model, which defines people by their impairment (C). It does not hinder identifying needs (D); support can still be planned while the language stays respectful.

Answer: A

The examples are Only (A), (B) and (C).

Children with visual difficulties are helped by technology that replaces or supplements sight. Braille embossers print text in braille and refreshable braille displays show screen text as raised dots (B). Speech recognition software lets the child give input by voice instead of locating keys and menus visually (C). Alternative input devices, such as braille keyboards and other adapted input tools, likewise make the computer usable without relying on sight (A).

Sign language (D) is a means of communication for children with hearing impairment, not an assistive device for visual difficulties, so options that include (D) are wrong. Option C leaves out (A).

Answer: D

It is advisable to use concrete, literal and consistent language.

Many students with autism find it hard to understand abstract, figurative or ambiguous language, idioms and sarcasm. Clear, concrete and consistent wording, together with visual supports and predictable routines, reduces confusion and anxiety and helps them take part in class.

The other options are the opposite of good practice. Visual supports and cues are among the most effective aids for autistic learners (A). Many are sensitive to noise and clutter, so an overstimulating room is harmful (B). Structure and predictable routines help, while random routines cause distress (C).

Answer: A

It is important to keep them engaged and interested in the learning process.

Talented and creative children learn quickly and can become bored with routine work. Teachers keep them engaged through challenging, open-ended tasks, enrichment, projects and opportunities to explore their own interests, which also helps them develop their potential.

Detailed, explicit instructions restrict creativity, which needs freedom to try different approaches (B). Ensuring higher grades than peers is unfair and has nothing to do with meeting their learning needs (C). Their emotional and social needs matter as much as cognitive ones, so giving primacy to cognition is wrong (D).

Answer: A

Giftedness can be attributed to an interplay between heredity and environment.

Exceptional ability rests on inherited potential, but that potential develops only with suitable opportunities, encouragement and stimulation. Models such as Gagne's describe giftedness as natural ability turned into talent through environmental catalysts.

A resource-rich environment, successful parents or a disciplined routine may help, but none of them alone produces giftedness, and each leaves out the hereditary side.

Answer: A

The intervention rests on use of customized and stimulating instructional methods by the teacher.

Creative and talented children need learning that challenges them: enrichment, open-ended problems, projects and opportunities to explore in depth, adapted to their interests and pace. Without such stimulation they may lose interest.

Extra time does not address their need for challenge. Affection is good for all children but is not an intervention for talent, and making them teach others uses them as assistants rather than meeting their own learning needs.

Answer: D

The unsuitable way is reprimanding them often for being restless.

Hyperactivity is not wilful misbehaviour; frequent scolding does not reduce it and damages the child's self-esteem and relationship with the teacher.

The other strategies are recommended: breaking a task into short, manageable segments suits a limited attention span, offering alternative ways of learning keeps them engaged, and building physical activity into the day gives their energy a constructive outlet.

Answer: B

It is planned from the perspective of a child-centered education programme.

An Individualized Education Programme (IEP) is a written plan prepared for one particular child, usually a child with a disability or special educational need. It records the child's present level of performance, sets goals for that child, and lists the support, adaptations and services the child needs. Its starting point is the individual child, which makes it child-centred.

Open schooling and e-learning are modes of delivery. A special education programme is a setting, while the IEP is designed around the child whatever the setting, including in inclusive classrooms.

Answer: D

The Act was enacted in 2016.

The Rights of Persons with Disabilities Act, 2016 replaced the Persons with Disabilities Act of 1995. It raised the number of recognised disabilities from 7 to 21, gave children with benchmark disabilities the right to free education from 6 to 18 years, and requires inclusive education in government and aided institutions.

1995 is the year of the earlier Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, and 1992 is the year of the Rehabilitation Council of India Act, which is why those years appear as distractors.