Inclusive Education Questions and Answers

Answer: D

All three groups need the teacher's attention. Introverts may need encouragement to take part, slow learners need extra support and a slower pace, and gifted children need enrichment so that their ability is not wasted. Since each of the first three options is true, the answer is all of these. A teacher who attends to all of them does not treat the class as one block: the quiet child may need drawing out, the slow learner needs remedial work and repeated explanation, and the bright child needs more demanding tasks. No group is left out, which is why the combined option is right.

Answer: C

A child who uses a wheel chair should be given education with non-disabled students in a regular school. This is the principle of inclusive education, supported by the Right of Persons with Disabilities provisions, that a child with a physical disability but ordinary learning ability should learn alongside peers, with ramps and other support as needed. The other options keep the child out of regular schooling or place the child in a lower class without any reason.

Answer: A

For a student who is visually impaired but not blind, the useful technology is software that magnifies everything by 2 to 16 times.

Such a student still has some useful vision, so enlarging the screen text and images makes them readable, and screen magnifiers of this kind work over a range of magnification.

Text to speech software is the aid for a blind student, who must listen instead of read. A hands-free keyboard helps students with motor impairment, and a touch screen helps students who find a mouse or keyboard hard to use. None of these supplies the enlargement a low-vision learner needs.

Answer: D

The feature that is not a characteristic of a gifted child is a conformist attitude.

Gifted children usually show high intelligence, high achievement in the areas they enjoy and a capacity for critical analysis. They also tend to question and think independently, so they do not simply follow the crowd or accept what is said without asking why.

High intelligence, high achievement and critical analysis are all typical features of giftedness, so none of them can be the answer to a question that asks for the exception.

Answer: C

Inclusive education refers to equal educational opportunities to disabled and normal students.

It means that children with disabilities study in the regular classroom with other children, with the supports they need, so that all have the same chance.

Special teaching for the disabled and special education in special schools are separate arrangements, which inclusion tries to avoid. Sarva Shiksha Abhiyan is a programme of universal elementary education, not the meaning of the term.

Answer: C

Reading disability in the primary grades develops feelings of insecurity.

A child who cannot read as well as classmates fails often, is corrected or teased, and begins to doubt his or her ability, which leads to anxiety and insecurity.

Adjustment, security and peer affection are the opposite, being the signs of a child who copes well, so they would not follow from the disability.

Answer: C

Inclusive education is about both making provision for all children and welcoming and celebrating diversity.

It brings children of all abilities, backgrounds and needs into the same school, makes arrangements so that every child can take part, and treats differences as a resource rather than a problem.

Each of the first two options states a true part of the idea, so the combined option is right and 'none of the above' is wrong.

Answer: D

The teacher with a student who stutters should provide special situations in which the student's sense of self worth is built up.

Stuttering is often made worse by anxiety, shame and fear of ridicule. Building confidence and a sense of worth reduces tension and so helps fluency.

Supplying the words for him takes away his chance to speak, and forcing him into all oral activities or drilling on the words he stutters on increases the tension and draws attention to the problem.

Answer: C

Special schools are needed for physically challenged students.

Children who are blind, deaf or orthopaedically handicapped need trained teachers, aids such as Braille or sign language, and adapted methods that ordinary schools do not have, so separate provision is made for them.

Talented students are served through enrichment and acceleration, backward students through remedial teaching, and SC and ST students through scholarships, hostels and reservation. None of these groups requires a special school in the same sense.

Answer: C

The Rehabilitation Council of India regulates and monitors special education programmes.

The Rehabilitation Council of India was set up as a statutory body under the RCI Act, 1992. It prescribes the courses, trains the special educators and keeps the register of rehabilitation professionals, and it recognises the institutions that run them.

The Ministry of Social Justice and Empowerment and the Ministry of Human Resource Development frame policy and schemes, and NCTE oversees general teacher education, so none of them is the regulating and monitoring council for special education.