Concept of Inclusive Education — Hard

Q1. 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.

Q2. Inclusive Education is based on the principle of

• A. social equilibrium
• B. equity and equal opportunities
• C. social existence and globalization
• D. world brotherhood

Q3. The underlying belief behind 'inclusive education' is

• A. segregation of children on the basis of their abilities, and provisioning of vocational training accordingly.
• B. on the basis of children's and their social realities, to empower every child to perform in society.
• C. provisioning of special education institutions for children with different handicaps.
• D. the philosophy that all children have a right to get equal education in a regular school.

Q4. 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

Q5. 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.

Q6. In an inclusive classroom, a teacher should

• A. believe that every child has a potential to learn as per their abilities and strength.
• B. show an attitude of pity and sympathy towards disabled learners.
• C. use labels such as 'handicapped child', 'retarded child' to categorize children.
• D. pay attention only to the gifted and talented children.

Q7. A teacher can address needs of specially abled learners in an inclusive classroom by

• A. emphasizing upon practice and drill and using paper-pencil tests for assessment.
• B. following uniform ways of instructing the students.
• C. giving a lot of written homework and stressing on copying of answers from other 'bright students'.
• D. developing specific learning objectives based on an analysis of each student's learning strengths and weaknesses.

Q8. The Right of Children to Free and Compulsory Education Act, 2009 ensures the rights of children with disabilities to free education from

• A. 6 years to 18 years
• B. 3 years to 18 years
• C. 6 years to 14 years
• D. 6 years to 22 years

Q9. Read the two statements about integration and inclusion: Assertion (A): Both integration and inclusion place children with disabilities in regular classrooms with their peers. Reason (R): The shift from integration to inclusion is mainly a shift from changing the child to fit the system to changing the system to fit the child. Which is the best evaluation?

• A. Both A and R are true and R explains A.
• B. Both A and R are true but R does NOT explain A — the two are true on different points; A captures shared physical placement while R captures the philosophical break.
• C. A is true, R is false.
• D. A is false, R is true.

Q10. Karan, a Class 4 student in a Lucknow primary school, has a written-expression difficulty but is fluent orally and remembers stories in detail. His teacher, instead of asking him to write a 200-word paragraph on 'My Village' like other children, lets him narrate the same content orally to her as the assessment. Under the four child-friendly evaluation techniques, this is the clearest example of

• A. Modification — adjusting the way a response is elicited from the same task
• B. Omission — dropping the task for him entirely
• C. Compensation — assessing him in an area of strength instead of his area of weakness
• D. Mainstreaming — moving him to a regular class

Q11. Consider the following statements about children at risk: (i) 'Children from deprived environments' are listed only when there is a clinical disability. (ii) 'Language and communication problems' is a separate category of disability listed under children with disabilities, not under deprivation. (iii) 'Minorities and geographic constraints' (e.g., remote habitations) are also recognised as exclusion risks even without disability. Which statements are correct?

• A. (i) and (ii) only
• B. (ii) and (iii) only
• C. (i) and (iii) only
• D. All of (i), (ii) and (iii)

Q12. There is a quote from Einstein: 'Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.' This quote is used to argue most directly against which feature of the Indian school system?

• A. Lack of mid-day meals
• B. A rigid, uniform evaluation system that assesses very different learners on a single task in a single way
• C. Shortage of school buildings
• D. Absence of co-curricular activities

Q13. In a Class 5 social-studies test, Reena (who has a moderate intellectual disability) is not asked the two highest-order map-interpretation questions that ask her to predict trade patterns — though she answers all the recall questions like her peers. Under child-friendly evaluation techniques, the teacher has used

• A. Substitution
• B. Compensation
• C. Modification
• D. Omission

Q14. Which of the following is NOT a correct claim about the 'Social' need for inclusive education?

• A. Inclusion helps children with and without disabilities make friends with each other early in life
• B. Inclusion prepares all children for life in the mainstream community after school
• C. Inclusion improves the overall atmosphere of the school for everyone
• D. Inclusion replaces the role of the family in a child's social development

Q15. Priya teaches a Class 3 in a Rampur primary school. Her class has Suraj, who is often restless and disturbs other children, and Anil, a quiet child who freezes during oral questioning. Following guidance on 'simple classroom management techniques' for inclusion, the BEST single approach for Priya is to

• A. Send Suraj out of the class whenever he is restless and skip Anil during all oral work
• B. Use a small set of clear rules, pair Suraj with a calm peer in a structured task, and give Anil think-time plus a non-verbal cue to answer in his own time
• C. Punish Suraj publicly to set an example, and label Anil as 'shy' on the class chart
• D. Stop using oral questions altogether and switch the whole class to written work only