Mastery

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

30 questions 30 min Full-chapter mastery

Q1. Which one of the following ways is NOT a suitable way to help hyperactive children learn?
- A. Breaking up a task into small, manageable segments
- B. Offering alternative ways of learning
- C. Including physical activity in their daily schedule
- D. Reprimanding them often for being restless
Q2. In an inclusive classroom, a teacher _____ Individualized Education Plans.
- A. should not prepare
- B. should occasionally prepare
- C. should actively prepare
- D. should discourage the preparation of
Q3. The concept of 'Inclusive Education' as advocated in the Right to Education Act, 2009 is based on
- A. the behaviouristic principles.
- B. a sympathetic attitude towards disabled.
- C. a rights-based humanistic perspective.
- D. mainstreaming of the disabled by offering them primarily vocational education.
Q4. In an inclusive classroom, emphasis should be on
- A. performance oriented goals.
- B. undifferentiated instructions.
- C. segregation of students based on their social identity.
- D. providing opportunities aiming at maximizing potential of individual children.
Q5. In order to address the needs of students who are facing learning difficulties, a teacher should NOT
- A. use multiple audio-visual aids.
- B. use constructive pedagogical approaches.
- C. do individualized educational planning.
- D. practice rigid structures for pedagogy and assessment.
Q6. Dysgraphia is a
- A. Speech disorder characterized by stuttering and errors in articulation.
- B. Locomotor disorder characterized by gross motor impairment.
- C. Neurological disorder characterized by trouble in forming letters and shapes.
- D. Psychological disorder characterized by lack of attention and impulsive behaviour.
Q7. Which of the following is a typical characteristic of students having autism?
- A. Superior ability of differentiating fiction from fact
- B. Advanced socio-emotional reciprocity
- C. Frequent repetitive and recurring behaviour
- D. Higher level of communication skills
Q8. Statement A: The term 'Persons with Disability (PWD)' is deliberately used rather than 'disabled persons' because it places the person first and the condition second. Statement B: The term 'PWD' is interchangeable with 'handicapped', 'retarded' or 'crippled' and any of the four can be used in a classroom. Which is correct?
- A. A is correct; B is incorrect
- B. Both A and B are correct
- C. A is incorrect; B is correct
- D. Both A and B are incorrect
Q9. Meena, a Class 2 girl in Rampur, has hearing impairment. The BEST combined communication-adaptation a regular class teacher should put in place is to
- A. Speak only in writing on the blackboard and never face the child
- B. Replace all classroom speech with written notes copied from a Class 5 book
- C. Remove the child from group activities and keep her at the back row
- D. Combine non-verbal and verbal communication — loud clear speech, lip reading and facial-movement practice in front of a mirror, supplemented by sign language and a hearing aid where needed
Q10. For Suresh, a CWSN with cerebral palsy, the multi-disciplinary team is divided among complementary roles. Which of the following role-to-team-member matches is INCORRECTLY stated?
- A. Physiotherapist — addresses spasticity and muscle stiffness through prescribed exercise
- B. Occupational therapist — trains the child in activities of daily living and use of assistive devices
- C. Psychologist — assesses cognitive functioning and short/long-term memory difficulties
- D. Family members — only collect medical fees and are not part of the educational decision-making team
Q11. A primary teacher is preparing the FIRST writing lessons for a Class 1 child with intellectual disability. The correct sequence of task-analysis steps for writing is
- A. Write DOTS → LINES → actual alphabets, with reinforcers at every successful step
- B. Write essays → paragraphs → sentences → words
- C. Write multiplication tables → numbers → letters
- D. Write directly from a Class 5 textbook to set high expectations
Q12. 'Large print books' are paired with 'good illumination' as adaptations for a child with low vision. The teacher's BEST analytical reason for using both together (and not just one) is
- A. Large print alone strains the child's neck; good lighting alone is useless without a book
- B. Together they cure the visual impairment in 12 months
- C. The unit recommends both only because they are inexpensive
- D. Large print enlarges the visual stimulus while good illumination raises contrast — the two act jointly on the residual vision the child still has
Q13. Per Table 10.3.2, the BEST assistive-device set for a Class 3 child with locomotor disability (where the child can be helped to stand and walk short distances) is
- A. Standing frame, splinters and walking aid
- B. Hearing aid, communication board and talking board
- C. Abacus, Braille slate and arithmetic frame
- D. Big attractive alphabets and matching pictures
Q14. A rural Bihar primary school has just enrolled three CWSN — one with locomotor disability, one with visual impairment and one with hearing impairment. The headteacher must spend a small budget on ONE intervention this month. Which is the MOST defensible first choice?
- A. Create a barrier-free physical environment — ramps where needed, U/Y seating, adequate illumination and sound amplification — so that ALL three children can access the classroom equitably
- B. Buy three hearing aids and give one to each CWSN
- C. Send each CWSN to a special school in the district headquarters
- D. Conduct a half-day cultural programme to raise awareness about disability
Q15. 'sound amplification' as part of the seating-and-environment arrangement for a child with hearing impairment in the regular class. The teacher should understand sound amplification as
- A. A medical operation that replaces the child's ear
- B. A type of yoga therapy mentioned in
- C. Asking other children to remain silent throughout the day
- D. Use of devices/microphones that increase the loudness of the teacher's voice so the residual hearing of the HI child can pick it up
Q16. A primary teacher in Rampur is teaching a Class 2 child with intellectual disability to brush her teeth. The CORRECT step-by-step sequence the teacher should follow is
- A. Choose the task, state it in behavioural terms, cut it into sub-steps, teach step by step with each step reinforced; the first step's success motivates the second
- B. Demonstrate the whole task once, then expect the child to imitate it as a whole the same day
- C. Skip the easier steps and start directly with the hardest sub-step
- D. Punish the child whenever a sub-step is not mastered on the first attempt
Q17. Adaptations are NOT designed and delivered only by specialists. The two key actors the unit names are
- A. Doctors and physiotherapists alone
- B. NGOs and government bureaucrats
- C. Special schools and BRC officers
- D. Parents and teachers
Q18. 'structural lesson presentation' as part of task analysis. The teacher's BEST analytical understanding of why a structural presentation is preferred over a free-flowing lecture in an inclusive class is
- A. A structural presentation makes each step observable, sequenced and reinforceable — which lets a CWSN follow, master one step, and move to the next; a free-flowing lecture hides the steps
- B. A structural presentation lets the teacher cover more syllabus in less time
- C. A free-flowing lecture is banned by law in Indian schools
- D. Structural presentation removes the need for any assistive device
Q19. While teaching a child with intellectual disability to write the letter 'A' through dots → lines → actual alphabets, the teacher gives a 'reinforcer' after EACH successful step. The reinforcer is BEST understood as
- A. A punishment that follows the next failure
- B. A medical injection given by the school doctor
- C. A new harder task that replaces the just-learnt one
- D. A reward — verbal praise, a sticker, a small treat — that increases the chance the child will repeat the step
Q20. The medical-surgical adaptations available for some children with visual impairment are
- A. Steel-rod surgery and splint placement
- B. Retinal operation and cataract correction
- C. Cochlear implant and ear-canal drainage
- D. Laser dyslexia treatment
Q21. Karan, Class 4, has locomotor disability in his lower limb. The orthopaedic specialist on the multi-disciplinary team has prescribed a 'splint or calipers' for him. The BEST classroom-level adaptation the teacher should pair with this prescription is
- A. Ask Karan to remove the splint before entering the classroom
- B. Coordinate seating, allow extra time for movement, ensure barrier-free access and continue muscle-strengthening exercise/massage as advised — so that the splint serves as support, not a stigma
- C. Replace the splint with a hearing aid
- D. Send Karan home until he can walk without the splint
Q22. Statement A: 'Thorough surgery using a steel rod as permanent support' is included among adaptations for some children with locomotor disability. Statement B: Steel-rod surgery is a routine first-line intervention to be used by every locomotor child before any classroom-level adaptation is tried. 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
Q23. Children with cerebral palsy 'have trouble with abstract thinking.' Linking this to Piaget's stage theory taught elsewhere in CDP, the teacher's MOST defensible classroom inference is
- A. Avoid all symbolic representation and number work — the child can only learn through sensory-motor activity for life
- B. Plan teaching with concrete materials and manipulatives as the entry point — fractions through paper folding, numbers through abacus and counters — and bring abstract notation in slowly with extra time, because abstract operations (Piaget's formal operations) are harder for the CP child
- C. Treat the difficulty as identical to dyscalculia and label the child LD
- D. Stop teaching mathematics altogether
Q24. A primary teacher notices that Aarti (Class 3) cannot recall a 4-digit number she just heard, cannot copy a written sentence in correct word order, and confuses 'b' and 'd'. The BEST pedagogical pairing for her LD is
- A. Lip reading in front of a mirror and sign-language coaching
- B. Practice that improves sequential memory and eye–hand coordination — multi-step task analysis, colour-coded letter tracing, ordered picture-stories — paired with patience and reinforcement
- C. A wheelchair and a standing frame
- D. Cataract correction and large-print books
Q25. A child has multiple disability — locomotor + hearing impairment together. Per Table 10.3.2, the teacher should plan an assistive-device set that
- A. Picks devices for only one disability and ignores the other to keep things simple
- B. Combines locomotor devices (ramps, crutches, walker, wheelchair) AND hearing devices (hearing aid, communication board) and reviews fit jointly with the multi-disciplinary team
- C. Avoids devices altogether because two disabilities cancel each other out
- D. Uses Braille and white cane because every CWSN needs visual-impairment devices
Q26. A 'talking thermometer, talking watch and talking mobile' as assistive devices that mainly support a person with
- A. Locomotor disability
- B. Hearing impairment
- C. Visual impairment
- D. Intellectual disability
Q27. The intervention needed for creative and talented children in the classroom rests on
- A. use of customized and stimulating instructional methods by the teacher
- B. giving extra time to them
- C. being affectionate towards them
- D. giving them the responsibility of teaching other children
Q28. Yoga is listed among the special methods/therapies. The PRIMARY rationale for using yoga with CWSN is
- A. Yoga replaces the multi-disciplinary team and medical treatment
- B. Yoga is recommended for physical fitness and reducing strain — it complements exercise, play method and correct positioning
- C. Yoga is reserved only for children without any disability
- D. Yoga directly cures cerebral palsy and intellectual disability
Q29. A primary teacher debates with a colleague whether the inclusive teacher should immediately recommend medical/surgical treatment for every CWSN entering the regular class. Per Sections 10.2.8, 10.3 and 10.4, the MOST defensible position is
- A. Yes — every CWSN should be sent for medical treatment first, before any classroom adaptation
- B. Medical treatment is reserved by the unit for severe disability; the regular class teacher's first responsibility is to recognise the disability, adapt the curriculum, deploy assistive devices and use special therapies (family counselling, play, yoga, exercise, correct positioning) — referring for medical/surgical care only when severity warrants and the multi-disciplinary team advises so
- C. No — medical treatment is never useful for any CWSN
- D. The teacher should make the medical decision alone without any team
Q30. A Class 4 inclusive teacher in rural Bihar has a CWSN with intellectual disability who functions cognitively at a Class 1 level. Two staff-room proposals are on the table — (i) keep him with Class 1 children for all subjects, segregating him from his age peers; (ii) keep him with his Class 4 age peers and adapt the curriculum so that age-appropriate activities (group games, songs, simple project roles) are mixed with task-analysed Class-1-level reading/writing/arithmetic targets. Which proposal is MORE defensible and why?
- A. Proposal (i) — because cognitive ability alone should fix grade placement
- B. Proposal (ii) — because age-appropriate activities are the first step in adaptation (10.4), the teacher is mediator (10.2.8), the curriculum is what bends (10.2.5), and segregation by ability violates the rights-based inclusive premise the unit operates under
- C. Both are equally defensible because the unit does not prescribe placement
- D. Neither — the child should be removed to a special school

Your score and per-question explanations appear here instantly.