Inclusive Education Questions and Answers

Answer: B

It was first acknowledged at Jomtien, Thailand, 1990.

The World Conference on Education for All at Jomtien in 1990 adopted the World Declaration on Education for All. It recognised that large numbers of vulnerable and marginalised learners, including girls, the poor, rural children and people with disabilities, were excluded from education systems, and committed countries to universal access.

The Salamanca conference in Spain in 1994 built on Jomtien and focused on special needs and inclusive education, so it came later. Stockholm 1972 was the UN Conference on the Human Environment, and the Rio Earth Summit was held in 1992, not 2016, and dealt with environment and development.

Answer: C

Inclusion deals with the Social Model.

The social model of disability holds that people are disabled mainly by barriers in society, inaccessible buildings, rigid curricula and attitudes, rather than by their impairments. Inclusive education follows from it: instead of placing the child in a separate special school, the regular school changes its environment, teaching and assessment so that every child can learn there.

The medical model locates the problem in the individual's impairment, to be treated or cured, and underlies segregated special education. 'Political' and 'economic' models are not the framework of inclusion.

Answer: D

A barrier-free environment is one that enables them to move about safely and use the facilities within the built environment.

The standard definition, used in India's accessibility guidelines, is an environment that enables people with disabilities to move about safely and freely and to use the facilities within the built environment: ramps, accessible toilets, lifts, tactile paving, signage and so on. The goal is independent and safe use.

Moving freely 'anywhere' overstates it, since the definition concerns the built environment. 'Adequate facilities' is vague, and an environment that depends on people around helping them is the opposite of barrier-free, because it keeps the person dependent.

Answer: B

The project was launched by NCERT and UNICEF.

Project Integrated Education for the Disabled (PIED) was launched in 1987 by the National Council of Educational Research and Training together with UNICEF. It took a composite area approach, converting all schools in selected blocks into integrated schools so that children with disabilities could study with other children, and it showed better results than the earlier centrally sponsored scheme of 1974.

The NCTE regulates teacher education and became a statutory body only in 1995. AICTE and UGC deal with technical and higher education, not with integrating disabled children into schools.

Answer: D

The best enrichment program is Provision at extra curricular and co-curricular activities.

Enrichment means broadening and deepening a gifted child's learning beyond the regular curriculum, without moving the child to a higher class. It is offered through projects, clubs, competitions, independent study, field trips and other extra-curricular and co-curricular activities that challenge the child's abilities and interests.

Extra home assignments usually add more of the same work, not richer work. Guidance and counselling services support the gifted child's adjustment and choices, but they are support services, not an enrichment programme.

Answer: A

Hyperactive behaviour means Easily distracted behaviour.

Hyperactivity, as in attention deficit hyperactivity disorder, is marked by excessive movement, restlessness, impulsiveness and a short attention span. A hyperactive child finds it hard to sit still or keep attention on one task and is drawn away by every sound or movement, so being easily distracted is its characteristic feature.

Irritability and irresponsibility can occur in many conditions and do not define hyperactivity, and cooperative behaviour is not a symptom of any disorder.

Answer: D

The key gives inadequate knowledge about the problems of differently abled and students with disabilities in society.

The key's reasoning is that facilities, support and attitudes all follow from how much society understands about disability. Where people do not know the nature of a disability, its causes and what a child can do, they provide few facilities, give little support and hold prejudiced views, so a lack of knowledge is the root barrier to free universal education for these students.

Negative attitude and prejudice is also widely named as a major barrier to inclusion, and studies on India list attitudes, teacher preparation and resources together without ranking them, so the item is arguable. I could not find a source that ranks one barrier as the most critical, and the explanation follows the official key.

Answer: B

Core skills are essential for Teachers.

A diversified classroom includes learners of different abilities, languages, cultures and needs, including children with disabilities. To teach it well, teachers need core competencies such as differentiated instruction, collaborative and inclusive practices, classroom management and sensitivity to diversity. Teacher education for inclusion is built around these skills.

Students, parents and counsellors all contribute to an inclusive classroom, but the question asks about skills for teaching, which are the teacher's.

Answer: A

It was held in Salamanca.

The World Conference on Special Needs Education: Access and Quality was held in Salamanca, Spain, in June 1994, organised by UNESCO and the Government of Spain. Its Salamanca Statement and Framework for Action declared that regular schools with an inclusive orientation are the most effective way to combat discrimination and build an inclusive society.

Jomtien, Thailand, hosted the World Conference on Education for All in 1990, and Rio de Janeiro the Earth Summit on environment and development in 1992. London hosted no conference of this name.

Answer: D

The child will be entirely dependent on others for various routine activities.

An IQ below 20 indicates profound intellectual disability. Such children have very limited understanding and communication and usually need care and supervision for eating, dressing, toileting and safety throughout life, often with associated physical or sensory disabilities.

Social adjustment, understanding what others say and independent reading are within reach of children with mild (IQ about 50-70) or moderate disability, not profound disability.