Inclusive Education Questions and Answers

Answer: A

The key gives Collaborative.

In an inclusive class, children with different abilities and needs learn together, and the teacher cannot judge them well alone. Collaborative assessment brings the class teacher, special educator, parents and sometimes the child together to plan the assessment and to share what each has seen, which suits an inclusive class.

Demonstration and individual assessment each look at one aspect or one learner and do not draw on a team, and 'co-operative' describes a way of learning, not a form of assessment. I could not find the Quinn and Ryba (2000) text, so I could not confirm that they used this term; the answer follows the official key and the reasoning above.

Answer: D

The emphasis should be on changing school culture and organization and providing adequate resources.

The inclusive approach treats learning difficulties as partly the result of how schools are organised. Instead of only fixing the child, the school should change its culture, attitudes, teaching methods, curriculum and organisation, and provide resources such as special educators, resource rooms and assistive materials, so that every child can learn.

Family support, extra coaching and concessions in examinations can help, but each is a partial or remedial measure that leaves the school unchanged; inclusion asks for change at the level of the whole school.

Answer: D

The key's answer is the Diagnostic test of Sharma and Shukla.

Identifying a learning disability needs a diagnostic test that examines specific skills such as reading, writing and arithmetic to locate the areas where a child of normal intelligence is failing. Of the four options, only the last is a diagnostic test of that kind.

The Stanford-Binet and the Binet-Simon scales are tests of general intelligence; they give an IQ but do not identify specific learning difficulties. Rorschach's ink-blot test is a projective test of personality.

Answer: D

Problems in oral reading are a symptom of being learning disabled.

Dyslexia, the commonest learning disability, shows itself in difficulty decoding written words: slow, hesitant oral reading, omitting, adding or reversing letters and words, losing the place, and poor comprehension, in children of normal intelligence and normal sight and hearing.

Hearing impairment and speech difficulties can affect reading aloud, but their main symptoms lie in hearing and speaking themselves. Physical handicap does not by itself cause reading problems. A specific difficulty with reading is the classic sign of a learning disability.

Answer: D

The key's answer is (i), (ii), (iii) and (iv).

Hearing-impaired students learn best when they can make the most of their remaining hearing and of visual cues. Reducing background noise helps them pick out speech (i); speaking clearly and correctly, facing the class, helps lip-reading (ii); and sitting the student near the teacher shortens the distance the voice must travel and gives a clear view of the face (iv).

Statement (iii) is accepted in the sense that a teacher should rely on visual aids rather than audio-only aids, which such students cannot follow well. Since options C and D both treat (iii) as correct, and (iv) is clearly also needed, the complete set is the keyed answer.

Answer: A

The 2023 theme was United in action to rescue and achieve the SDGs for, with and by persons with disabilities.

The International Day of Persons with Disabilities is observed on 3 December each year, and the UN's 2023 theme focused on the Sustainable Development Goals and the role of persons with disabilities in achieving them.

The 'transformative solutions for inclusive development' theme belongs to 2022, and the theme on leadership and participation towards a post-COVID-19 world to 2021. The option on good health and well-being is not the 2023 theme either.

Answer: A

Slow learners have an IQ of about 70-90.

A slow learner is a child of below-average but not disabled intelligence, in the borderline range between average (from about 90) and intellectual disability (below about 70). Such children can follow the regular curriculum with extra time and support.

The ranges 50-60 and 40-50 fall within intellectual disability (mild to moderate), and 60-90 runs down into it, so they do not describe slow learners.

Answer: C

The International Year of Disabled Persons was 1981.

The UN General Assembly proclaimed 1981 the International Year of Disabled Persons, with the theme 'full participation and equality'. It led to the World Programme of Action concerning Disabled Persons and the UN Decade of Disabled Persons, 1983-1992.

1986, 1989 and 1990 fall inside or after that decade and were not designated international years for disabled persons.

Answer: B

AAIDD stands for the American Association on Intellectual and Developmental Disabilities, the option printed as 'American Association of Intellectual and Development Disabilities'.

It is the US professional body, formerly the American Association on Mental Retardation, which renamed itself in 2007. It publishes the widely used definition of intellectual disability based on significant limitations in intellectual functioning and adaptive behaviour, originating before age 22.

The 'Australia' options name the wrong country, and 'Intelligent' disabilities is not a term; the association deals with intellectual disability.

Answer: B

A separate classroom for students with special needs is segregation.

In segregated provision, children with disabilities are taught apart from their peers, in special schools or separate classes. It was the dominant model before integration and inclusion.

Integration places children with special needs in regular schools, often with support, and inclusion goes further by adapting the regular classroom so all learn together. Exclusion means being denied education altogether, not placement in a separate class.