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

Q1. Assertion (A): Adaptive skills become essential the moment a disability is identified in a child. Reason (R): Disability, especially when early, interferes with the regular teaching-learning process and blocks personal and intellectual growth.

• A. Both A and R are true, and R is the correct explanation of A.
• B. Both A and R are true, but R is NOT the correct explanation of A.
• C. A is true, R is false.
• D. A is false, R is true.

Q2. Consider the following statements about adaptations for hearing and speech impairment: I. There are two modes of communication for such children — verbal and non-verbal. II. ASL and BSL are verbal communication systems. III. Loud conversation, pitch and loudness correction are used to develop verbal communication. Which statements are correct?

• A. I and II only
• B. II and III only
• C. I and III only
• D. All three

Q3. 'These people will have pain which is not quantifiable or measurable. It is nature's warning that there is damage to the body.' An upper-primary teacher who notes recurring complaints of leg pain from a child with locomotor disability should BEST interpret this as

• A. A signal of body damage that deserves rest, heat or cold packs, or pain relief — never to be dismissed as 'over-acting'.
• B. Attention-seeking behaviour that should be ignored till it stops.
• C. A sign that the child is faking the disability and should be sent out of class.
• D. A demand for medical surgery within the school day.

Q4. A Class 7 student in a residential school uses a wheelchair and develops pressure sores on her back. The school staff should

• A. Stop her from attending school until the sores heal.
• B. Apply boric powder, change bed sheets and maintain hygienic conditions to avoid these problems.
• C. Replace her wheelchair with a walker.
• D. Refer the child for cataract correction.

Q5. Dysphasia is described as a language disorder with two types. Which of the following best captures these two types?

• A. Either the child cannot read printed text, or cannot write in straight lines.
• B. Either the child cannot use language meaningfully, or cannot understand spoken words.
• C. Either the child cannot do calculations, or cannot remember numbers.
• D. Either the child is hyperactive, or unable to focus on stimuli.

Q6. A Class 8 teacher in Rampur plans to teach 'tying shoelaces' to a learner with intellectual disability using task analysis. The FIRST planning step she must take is

• A. Buy three new pairs of shoes from the market.
• B. State the learning task in behavioural terms — what the child will observably do.
• C. Punish the child every time the lace comes undone.
• D. Decide which medicine the child should take during the lesson.

Q7. Consider these statements about cerebral palsy: I. It is a condition involving a malfunction of the brain that often causes body spasticity. II. The play-way method is recommended because it reduces body spasticity and acts as leisure. III. Cerebral palsy is best treated by total avoidance of any physical activity. Which statements are correct?

• A. I and II only
• B. II and III only
• C. I and III only
• D. All three

Q8. One objective of adaptation for children with intellectual disability is to train them to look after their personal needs in different environments. Which set of skills best illustrates this objective?

• A. Solving quadratic equations and writing essays.
• B. Eating, drinking, toileting, brushing, bathing, dressing and grooming.
• C. Memorising the periodic table and the Indian states.
• D. Playing competitive sports at the inter-school level.

Q9. Consider these device-to-disability matches: I. Communication board — Speech impairment II. Standing frame, splinters — Locomotor disability III. Hearing aid, talking boards — Visual impairment Which matches are correctly stated?

• A. I and II only
• B. II and III only
• C. I and III only
• D. All three

Q10. A rural Bihar school admits a Class 6 child who is both intellectually disabled AND visually impaired. The school should arrange

• A. Only a hearing aid and nothing else.
• B. Ramps, good seating arrangement, crutches, walker or wheelchair as needed — i.e. multiple-disability supports.
• C. Punish-and-reward charts and no physical adaptation.
• D. Send the child home until he 'recovers'.

Q11. Consider the assistive devices for visually impaired persons. Which of the following is NOT listed there?

• A. Talking thermometer
• B. Talking watch
• C. Talking mobile
• D. Talking pen for dysgraphia

Q12. A teacher can help a child with disability 'by devoting extra time to teach, making adequate seating arrangements in case of loco motor disability or cerebral palsy or adapting new methods of teaching.' This list MAINLY signals that

• A. All accommodations must come from the central government, not the teacher.
• B. Accommodation is the teacher's classroom-level responsibility — extra time, seating and adapted methods.
• C. The teacher's only job is to mark attendance.
• D. Extra time should be cut so that the child works harder.

Q13. Assertion (A): Inclusive education for a child with multiple disabilities is rarely the work of a single teacher acting alone. Reason (R): The combined efforts of teachers in a special school act as a facilitating factor in the learning process of disabled children.

• A. Both A and R are true, and R is the correct explanation of A.
• B. Both A and R are true, but R is NOT the correct explanation of A.
• C. A is true, R is false.
• D. A is false, R is true.

Q14. A Class 7 student with cerebral palsy slips off her chair repeatedly during lessons. The teacher's MOST appropriate first response is to

• A. Stop the lesson and send her home for the day.
• B. Use correct positioning and carrying method — correct postures can do wonders for people with physical disabilities.
• C. Replace her chair with a high stool with no back-rest.
• D. Refer her for retinal surgery.

Q15. Medical treatment has to be provided in case of severe disability. Which interpretation is NOT consistent with this?

• A. Severe cases need medical treatment alongside the special methods listed (family counselling, play, yoga, exercise, etc.).
• B. Special methods supplement, but do not replace, medical treatment for severe disability.
• C. Once a child has severe disability, special methods such as play and yoga should be completely abandoned.
• D. The teacher's role and the doctor's role are complementary in severe cases.