Concept of Inclusive Education — Quiz

Q1. 'Inclusion is about building the inner strength and mounting confidence among children.' This statement is best understood as inclusion's commitment to

• A. Sorting children by ability so the strongest move ahead first.
• B. Valuing every learner's difference and developing self-belief, not wiping out differences.
• C. Replacing classroom teaching with online courses for stronger children.
• D. Postponing inclusion until the child has 'caught up' with classmates.

Q2. The practice of inclusion is based on the principle of

• A. Uniformity of dress, language and ability in every classroom.
• B. Selection of only academically advanced learners for participation.
• C. Respect for difference and acceptance of diversity as part of nature and humanity.
• D. Separation of children with special needs into resource centres.

Q3. Which set of people is named as 'crucial' in the system of inclusive education?

• A. Only the special-school teacher and the resource-room expert.
• B. Parents, community, teachers, administrators and policy makers — all supportive towards diverse needs.
• C. Only the District Education Officer and the Block Resource Person.
• D. Only the school principal and the visiting psychologist.

Q4. Under the 'Education' angle of the need for inclusive education, research evidence shows that

• A. Children do better, academically and socially, in inclusive settings.
• B. Children learn faster only when grouped strictly by ability.
• C. Inclusive classrooms slow down all learners equally.
• D. Inclusive settings are useful only in higher education.

Q5. In Mrs. Anita's Class 8 in rural Bihar, students with diverse backgrounds work in mixed peer groups every week. The strongest 'Social' gain expected from this practice is

• A. Higher marks for the top three students of every group.
• B. Reduction of fear, building of friendships and increased mutual respect among classmates.
• C. Faster syllabus completion than in single-ability groups.
• D. Lower workload for the class teacher.

Q6. Inclusive education 'lays the foundation to an inclusive society'. That society is one which

• A. Accepts, respects and celebrates diversity.
• B. Maintains a strict hierarchy of castes and abilities.
• C. Sends weaker learners to home tuition only.
• D. Restricts the number of children in public schools.

Q7. The term 'mainstreaming' historically described the practice where

• A. The regular school was redesigned around the needs of every child from day one.
• B. A special school first prepared the child with disability and then shifted the 'ready' child to the regular system.
• C. Children stayed in the special school for their entire schooling.
• D. Every child of school-going age was admitted to the nearest private school.

Q8. In Mr. Verma's Class 6 (integrated education model), a child with a hearing aid leaves the regular room every afternoon to attend the 'resource room' for extra help. The contrast with inclusion is best captured as

• A. Inclusion would also pull the child out daily for resource-room sessions.
• B. Integration sends the child to a resource room for additional support; inclusion provides all required support in the regular classroom itself.
• C. Inclusion would shift the child permanently to a special school instead.
• D. Integration and inclusion treat resource-room use identically.

Q9. An integrated classroom is one that 'highlights the inadequacies of students', while an inclusive classroom is one in which

• A. Students are publicly ranked on weekly tests.
• B. Students are never made to feel inadequate, as curricular and co-curricular activities are modified to the requirement of the specific child.
• C. All students are given the same activity regardless of need.
• D. Only the strongest students receive curricular modifications.

Q10. The main reason 'preparedness of teachers' is listed as a factor affecting inclusive education is that

• A. Identifying that a child has a different need is itself a skill, and teacher-preparation programmes hardly address this.
• B. Teachers are unwilling to admit children with diverse needs.
• C. Teachers refuse to attend any in-service training programme.
• D. Teachers cannot read the school timetable in regional languages.

Q11. Under 'Infrastructure' as a factor affecting inclusive education, which set of essentials is named as supportive?

• A. Computer-aided language lab and air-conditioned rooms only.
• B. Location away from noise, rooms with proper ventilation, space for free movement, grounds to play and provision for co-curricular activities.
• C. Boundary wall, school bus and digital attendance system only.
• D. A separate building for children with disabilities.

Q12. Under 'Availability of resources', the support of which professionals is named as 'very essential' for some categories of children?

• A. Bank managers, accountants and lawyers.
• B. Clinical psychologists, social workers, audiologists, speech-language pathologists, physiotherapists and occupational therapists.
• C. Election officers, postal staff and railway clerks.
• D. Sports coaches and music tutors only.

Q13. Ms. Reema's Class 7 Bihar school has no real prism, and she wants every learner — including a child with low mobility — to 'see' the 3-D shape and the digestion process inside the body. Which category of learning material is best for this need?

• A. Tactual material — bring a real prism and a real intestine model.
• B. Information and Communication Technology (ICT) — computer multimedia showing 3-D prism and the digestion process.
• C. Low-cost material — only wedding cards and ribbons.
• D. Surrounding environment — take learners to a nearby field.

Q14. Aarti, a Class 7 student with severe visual impairment, cannot read the regular printed Science test paper. Her teacher offers her the same questions in Braille or large print. Which evaluation adaptation is this?

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

Q15. 'Children from deprived environments' are counted among those at risk of exclusion. The risk arises because

• A. Such children are biologically less able to learn.
• B. Deprivation in the living environment — poverty-stricken families, daily-wage workers, slum dwellers, destitute families — has a direct effect on concept formation and brings economic, social and psychological problems.
• C. Their parents prefer expensive private schools over neighbourhood schools.
• D. They live too close to school and hence skip classes.