Development of Adaptive Skills, Assistive Devices, Special Therapies — Hard

Q1. Statement A: In task analysis, the chosen task must first be stated in observable, behavioural terms before it is broken into sub-tasks. Statement B: Stating the task in behavioural terms is optional because shaping, by definition, can begin with any verbal description of the goal. Which of the following is correct?

• A. Both A and B are correct
• B. A is correct; B is incorrect
• C. A is incorrect; B is correct
• D. Both A and B are incorrect

Q2. Among the tasks the inclusive teacher must perform, which of the following is the FIRST step a regular class teacher must take before any adaptation can be planned?

• A. Order assistive devices from the BRC office
• B. Arrange U or Y shaped seating in the classroom
• C. Understand the disability the child is facing so that she can be well-trained to mediate between the child and the knowledge in the book
• D. Send the child to a physiotherapist for assessment

Q3. Dysphasia is distinguished from the other learning disabilities in that it is essentially a

• A. Pure handwriting disorder, identical to dysgraphia
• B. Calculation disorder, identical to dyscalculia
• C. Language disorder, of which the unit identifies two types
• D. Hyperactivity disorder, identical to ADHD

Q4. Meena, Class 3, is identified with dyslexia in a primary school in Rampur. The SINGLE method described as 'helping the LD child' across all five LD categories — dyslexia, dysgraphia, dyscalculia, ADHD and dysphasia — is

• A. Lip reading practice in front of a mirror
• B. Adaptations made in the general curriculum, with task analysis as the main procedure
• C. Massaging weak muscles to regain strength
• D. Use of a hearing aid and a communication board

Q5. The primary characteristic of children with 'dyslexia' includes

• A. attention deficit disorders.
• B. divergent thinking; fluency in reading.
• C. inability to read fluently.
• D. engaging in repetitive locomotor actions.

Q6. Anjali in Class 2 has speech impairment. Per Table 10.3.2, the BEST set of assistive devices the teacher should arrange is

• A. Abacus, arithmetic frame and Braille slate
• B. Lip reading, speech model and a mirror
• C. Standing frame, splinters and walking aid
• D. Talking thermometer, talking watch and white cane

Q7. A primary teacher in Rampur wants to set up a corner of the classroom for Rajesh, a child with cerebral palsy. Per Table 10.3.2, which set of assistive devices is correctly matched to cerebral palsy?

• A. Hearing aid, communication board, talking board
• B. Walking aid, wheel chair, communication board, potty chair, corner chair, tricycle
• C. Lens, special spectacles, large-print books
• D. Big attractive alphabets and matching pictures

Q8. An assistive device is BEST defined as any equipment which helps a person with disability to

• A. Cure the disability permanently within a fixed time
• B. Carry out activities of daily living (ADL) and pursue his/her education
• C. Replace the multi-disciplinary team
• D. Avoid school attendance

Q9. Statement A: Braille writing is considered only as an assistive device for visual impairment, not as an adaptation of the curriculum. Statement B: Braille writing is listed as one of the adaptations for children with visual impairment alongside large-print books, good illumination, lens and cataract correction. Which is correct?

• A. Both A and B are correct
• B. A is correct; B is incorrect
• C. A is incorrect; B is correct
• D. Both A and B are incorrect

Q10. Ramu, a Class 4 child with locomotor disability, sits on a wheelchair for long hours and is developing pressure sores. The teacher's adaptive response should be to

• A. Withdraw him from school until the sores heal
• B. Re-position the child regularly and apply boric powder as the unit recommends; coordinate with the family on care of the sores
• C. Send him only to a special school
• D. Replace the wheelchair with a splint

Q11. A primary teacher seats Pooja, a child with mild hearing impairment, near the front and speaks to her in a loud, clear voice. The PRIMARY purpose of loud conversation in adapting communication for HI is to

• A. Shame the child into paying more attention
• B. Help the child grasp pitch and loudness of speech, supplemented by lip reading and facial movements in front of a mirror
• C. Replace the need for any hearing aid
• D. Compensate for an intellectual deficit assumed in HI children

Q12. Which of the following statements is NOT correct about multiple disability?

• A. It refers to a child having two or three disabilities together
• B. It calls for a multi-disciplinary team that may include physiotherapist, occupational therapist and psychologist
• C. It always means a child is intellectually disabled and unfit for a regular classroom
• D. Care must be coordinated with social workers and family members alongside specialists

Q13. According to the Right of Persons with Disabilities Act (2016), which of the following terms is appropriate to be used?

• A. Retarded student
• B. Handicapped student
• C. Student with physical disability
• D. Student with crippled body

Q14. 'Correct positioning' is a special method for children with physical disability. The teacher in a rural Bihar primary school should understand 'correct positioning' to mean

• A. Asking the child to sit upright like everyone else, without any adaptation
• B. Adopting the right method of carrying the child and arranging the child's body so as to reduce strain and prevent further injury — under guidance of the multi-disciplinary team
• C. Hiding the child in the last row to avoid disturbing the class
• D. Standing the child in a corner for misbehaviour

Q15. Priya is a Class 3 child with learning disability. Per Table 10.3.2, which assistive arrangement is correctly matched to learning disability?

• A. Hearing aid and talking board
• B. Big attractive alphabets and matching pictures
• C. White cane and Braille slate
• D. Standing frame and splinters