Education of CWSN — Mastery

Q1. 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

Q2. 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.

Q3. Children with 'dyslexia' can be identified by

• A. finding out their social and cultural context.
• B. a thorough physical health check-up.
• C. analyzing their reading and writing skills.
• D. assessing their ability to solve complex higher-order problems.

Q4. 'substitution' is defined as a curricular adaptation in which

• A. Some content area in the curriculum is replaced with another suitable content area, keeping the curriculum load the same
• B. Content is permanently removed without any replacement
• C. Only the input/output method of teaching is changed, content stays identical
• D. Extra content is added on top of the existing curriculum for in-depth study

Q5. Match the following examples with the correct adaptation tool: P. Replacing music period with art-and-craft for a deaf child. Q. Providing a Braille version of the science textbook to a blind child. R. Adding a 'managing money' real-shopping unit for a child with intellectual disability. S. Removing the 'colour' chapter for a totally blind child without replacement.

• A. P-Substitution, Q-Accommodation, R-Expansion, S-Omission
• B. P-Omission, Q-Modification, R-Substitution, S-Accommodation
• C. P-Modification, Q-Expansion, R-Accommodation, S-Substitution
• D. P-Expansion, Q-Omission, R-Modification, S-Accommodation

Q6. The Dictionary of Education (1981) is quoted for the meaning of 'adaptation' in the context of curriculum. According to that definition, adaptation refers to

• A. Adjustment of educational content, methods or environment to meet the needs of children with diverse abilities
• B. Removing all children with disabilities from regular schools and placing them in special schools
• C. Making children with disabilities follow exactly the same curriculum and pace as their classmates
• D. A single textbook designed to serve all classes from 1 to 12

Q7. A primary teacher in Rampur keeps a small diary in which she dates each entry and notes one observation per day about Priya, a child with intellectual disability — what Priya did, said, how she responded to a task. This evaluation method is called

• A. A standardised IQ test
• B. A parent appraisal of the school
• C. A formal end-of-year written examination
• D. An anecdotal record used as a tool of assessment for CWSN

Q8. Read the two statements about self-evaluation by CWSN and choose the correct option: I. Self-evaluation by the student is one of the methods recommended to decide difficulty levels and adapt teaching for CWSN. II. Self-evaluation makes sense only after the child is taught to reflect on her own work — by which the teacher learns what she finds easy or hard.

• A. Both I and II are correct, and II explains the educational purpose of self-evaluation
• B. Only I is correct; II is not part of reasoning
• C. Only II is correct; I is not wh recommends
• D. Both I and II are incorrect

Q9. The Rights of Persons with Disabilities Act has been enacted in the year

• A. 1992
• B. 1995
• C. 1999
• D. 2016

Q10. 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.

Q11. 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

Q12. A teacher of a Class 3 inclusive classroom selects a set of plastic bottle caps, beads and counters. With the same set she runs a counting game, a colour-sorting activity, a pattern-making task and a small shopping role-play across the week. Which TLM-selection criterion is she best demonstrating?

• A. Active participation only
• B. Use of the TLM only for assessment, never for teaching
• C. Importing branded, expensive materials
• D. Creative and versatile use — the same TLM serves multiple learning purposes

Q13. ICT and 'adapted computer labs' as part of inclusive classroom support. An 'adapted computer lab' in this sense is one that

• A. Has the latest gaming PCs for use during recess
• B. Is used only for taking online entrance examinations
• C. Is open only to CWSN and closed to all other students
• D. Provides screen-reading software, large-print displays and modified keyboards so CWSN can use computers along with other children

Q14. The appropriate aid 'hearing aid' is matched with which disability, and what is the chief purpose mentioned?

• A. Hearing impairment — to amplify usable residual hearing so the child can follow speech and class instruction
• B. Blindness — to replace the loss of vision through sound feedback
• C. Motor disability — to control the wheelchair through voice commands
• D. Intellectual disability — to record the teacher's lesson for later replay only

Q15. A school proposes two arrangements for Ravi, a child with cerebral palsy who has clear speech difficulty: Arrangement A — send Ravi away to a separate special school where a speech therapist is on staff full time; Arrangement B — keep Ravi in his regular class, and have the itinerant teacher coordinate a speech therapist's periodic visit with daily practice activities trained to Ravi's family. The more defensible inclusive arrangement is

• A. Arrangement A, because only segregation guarantees therapy quality
• B. Neither — Ravi should be taught only at home by the parents alone
• C. Both are equally inclusive; the choice is purely administrative
• D. Arrangement B, because places the itinerant teacher and home-based support inside the regular-school inclusion model and treats education as Ravi's fundamental right

Q16. Alok shows the following behaviours: holds head in an awkward position when reading; squinting and rubbing the eyes frequently; redness/swelling of eyes; confusing letters. These can be symptoms of

• A. Visual problems (low vision / refractive error)
• B. Language comprehension problems
• C. Autistic spectrum disorder
• D. Communication disorder

Q17. A student shows the following signs in the classroom: anxiety around reading; difficulty in recognizing words or letters; poor vocabulary skills; difficulty with understanding or remembering what is read. As per the framework for identifying SLD, she is best described as

• A. An autistic student
• B. A creative student
• C. A student with learning disability (dyslexia)
• D. A student with intellectual impairment

Q18. Providing teaching-learning materials in accessible formats to the diverse learners implies

• A. Universal Inclusive Education Ethical Consideration
• B. Universal Code of Teaching Practices
• C. Universal Humanistic Approach of Teaching
• D. Universal Design of Learning (UDL)

Q19. Compare 'accommodation' and 'modification'. The single sharpest difference between the two is that

• A. Accommodation keeps the curriculum content and standards intact and changes only input/output; modification changes the content itself or the standards expected of the child
• B. Accommodation is for blind children, modification is for deaf children
• C. Accommodation is permanent, modification is temporary
• D. Accommodation needs parental consent, modification does not

Q20. The material lists 'parent appraisal' among the assessment methods that decide difficulty levels for CWSN. Parent appraisal here means

• A. Parents grading the school principal at the end of the year
• B. Parents paying an extra fee for special education
• C. Parents writing the Class X Board examination on behalf of the child
• D. Parents reporting how the child performs functional tasks at home — eating, dressing, language use, social behaviour — to inform the teacher's planning

Q21. A primary teacher prepares a Class 4 EVS unit test. For Priya, a child with intellectual disability, she replaces the two long subjective questions with eight objective items (picture-matching, true/false, fill-in-the-blank). This is an adaptation in

• A. Test construction — the format of items has been adapted (subjective replaced by objective) to suit Priya's response abilities
• B. Method of response only — only the way Priya writes has changed
• C. Seating arrangement — only Priya's bench has been moved
• D. Curriculum omission — EVS content has been dropped for Priya

Q22. Read the two statements about material adaptation: I. Replacing a printed textbook with a Braille version of the same book is 'material substitution'. II. Adding tactile diagrams and audio support to the same printed textbook so that a low-vision child can use it alongside the class is 'material enhancement'. Which is/are correct?

• A. Both I and II
• B. Only I
• C. Only II
• D. Neither I nor II

Q23. 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

Q24. The Eleventh Five-Year Plan (2007-2012) set objectives for school education. The Plan targeted the reduction of the dropout rate at the elementary level from 52% to

• A. 20%
• B. 30%
• C. 40%
• D. 50%

Q25. Two Eleventh Plan literacy targets — overall literacy of 85% and reduction of the gender gap in literacy to 10 percentage points. These targets matter for CWSN because

• A. They directly fund Braille presses across India
• B. They set the policy backdrop that the inclusion of CWSN (including girls with disabilities) is essential to reach the 85% literacy and the 10-point gender-gap target
• C. They show that CWSN are exempt from literacy goals
• D. They were achieved before the PD Act 1995 came into force

Q26. 'documentation systems' as part of inclusive school support. For a primary teacher running an inclusive Class 3, the most defensible reason for keeping a written record of each CWSN's IEP, anecdotal notes, parent-appraisal forms and assessment results is

• A. To impress the school inspector during annual visits
• B. To create a continuous, sharable record of the child's progress so the next year's teacher, the itinerant teacher and the family can pick up where the previous teacher left off
• C. To prepare a report only when the child has to be moved to a special school
• D. To enable the principal to compare CWSN against gifted children

Q27. 'transfer of training' as a TLM-selection criterion. The teacher of a Class 3 inclusive room teaches Priya (a child with intellectual disability) the value of coins using real Rs.1, Rs.2 and Rs.5 coins inside a mock canteen. According to the transfer-of-training criterion, why is this TLM choice strong?

• A. Real coins look prettier than printed paper money
• B. Skills learnt with real, life-like material transfer more readily to the actual canteen / market situation than skills learnt with paper play money
• C. Real coins make the test easier to mark
• D. Real coins reduce the teacher's preparation time to zero

Q28. Under home-based education, the itinerant teacher writes an 'educational plan with goals and objectives' for a child with severe multiple disability. A well-formed objective in that plan would read

• A. 'Sometime soon, the child will do better in life.'
• B. 'In four weeks, the child will pick up a spoon and bring it to her mouth in three out of five lunch trials with light hand-on-hand support.'
• C. 'The child will master Class 5 mathematics by the end of the term.'
• D. 'The child will become a fluent reader by tomorrow.'

Q29. 'Adapted pencils and notebooks' are listed under writing aids for children with which kind of disability and with what classroom purpose?

• A. Total blindness — to replace Braille slate entirely
• B. Motor / physical disability — a thicker grip pencil, weighted pen or wider-lined notebook helps a child with poor finger-coordination still write in a regular class
• C. Severe hearing impairment — to write what cannot be heard
• D. Specific learning disability — to replace the need for any teaching

Q30. Ravi began with home-based education at age 6 because of severe multiple disability. After two years of the itinerant teacher's support, his mobility and communication have improved enough that he can attend the village primary school for half a day. The school proposes three options: P. Keep Ravi at home-based education permanently to avoid 'risk'. Q. Shift Ravi to a residential special school 200 km away because that is 'safer'. R. Move Ravi to a part-time inclusive placement in the village school with continued itinerant-teacher and resource-room support, planning a graded move towards full inclusion. Evaluate which option is most consistent with the inclusive vision

• A. Only P
• B. Only Q
• C. Only R
• D. Both P and Q together