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Q1. A Class VIII boy lost the use of his right hand in an accident; with a ramp and a scribe he writes exams comfortably and faces no barrier in the classroom. Using the WHO distinction between impairment, disability and handicap, the loss of the hand is best classified as a/an _______, while the difficulty in writing without help is the _______; because supports remove the social barrier, no _______ is experienced.
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Q2. Two Class VI teachers argue. Teacher A says, 'A child with only a mild reading difficulty is not really a child with special needs — that label is for serious cases.' Teacher B says, 'Special needs cover a whole range, from mild learning difficulties to severe cognitive disability.' Whose position is consistent with the concept of special needs?
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Q3. The worried parents of a Class VI girl come to school and tell the class teacher that their daughter struggles far more than her siblings did at the same age, and they don't know where to turn. In the framework of who first encounters special needs, the teacher's appropriate self-understanding here is that she is
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Q4. Assertion (A): To say a child 'has special needs' is essentially to say the child requires some additional help to learn and participate alongside peers.
Reason (R): The phrase is therefore a permanent verdict on the child's intelligence rather than a description of the support required.
Choose the correct option
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Q5. A wheelchair-using Class VII student moves freely in a school with ramps and accessible toilets, but cannot enter a community library that has only steps. Which statement best reflects the WHO terms applied to this situation?
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Q6. Consider the IQ-based classification of cognitive disability:
Statement I: A child with an IQ of 47 is classified at a more severe level than a child with an IQ of 32.
Statement II: As the severity of cognitive disability increases, the IQ band shifts lower.
Which is/are correct?
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Q7. A Class VII student's records note that his mother contracted rubella during pregnancy, which affected his cognitive development. Under the standard grouping of causes of cognitive disability, this cause belongs to the same category as
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Q8. Match each cause of cognitive disability with its correct category:
(i) Phenylketonuria — (a) Chromosomal abnormality
(ii) Down's Syndrome — (b) Metabolism and nutrition
(iii) Accident at birth — (c) Trauma and physical agent
Choose the correct matching
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Q9. A Class VI teacher observes that a student with a diagnosed cognitive disability has trouble understanding multi-step oral instructions and also struggles to express ideas in his own words. According to the typical effects of cognitive impairment on classroom functioning, this combination is best understood as
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Q10. Assertion (A): The defining feature of cognitive disability is sub-average intellectual potential together with limitations in adaptive functioning.
Reason (R): A child whose only difficulty is reversing letters while reading, but who reasons and converses at an age-appropriate level, fits the definition of cognitive disability.
Choose the correct option
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Q11. Two Class VII students have hearing loss. Asha can follow conversation reasonably well when she sits in the front row and the speaker faces her; Bina cannot understand conversational speech even with a hearing aid and amplification. In the deaf vs hard-of-hearing distinction, which classification is correct?
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Q12. Rubella in a pregnant mother appears as a possible cause both of cognitive disability in the child and of the child's hearing impairment. The best explanation a teacher can give for the same prenatal infection producing different impairments is that
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Q13. A Class VIII boy frequently repeats initial sounds and gets 'stuck' on the first syllable of words when answering in class, though his ideas and vocabulary are strong. This pattern is most appropriately categorised as
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Q14. Two Class VII students have visual impairment. Ravi has usable but blurred and foggy vision even after correction and benefits from large print and good lighting. Sita's acuity is 20/200 after correction. Which teaching implication follows correctly from the low-vision vs legally-blind distinction?
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Q15. A Class VI girl reads very slowly, misreads similar words and tires quickly when reading, yet an eye test shows her sight is completely normal. A teacher concludes she must have a visual impairment. The most accurate correction is
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Q16. A Class VII student with cerebral palsy has slurred speech and difficulty controlling hand movements, and a teacher assumes he therefore cannot follow the lesson intellectually. Which statement best corrects this assumption?
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Q17. After a fall, a Class VIII student has lost movement and sensation below the waist and now uses a wheelchair, while his thinking and communication are unaffected. This condition is best categorised under which impairment, and what is the key teaching priority?
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Q18. Consider two Class VII students. Vikas has an IQ in the average range but cannot master written calculation despite effort and good reasoning elsewhere. Nikhil has globally sub-average intellectual functioning affecting most school tasks. The correct categorisation is
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Q19. Statement I: A child showing, over several months, a persistent inability to build satisfactory relationships with peers and teachers, together with inappropriate behaviour under normal circumstances, fits the pattern of an emotional and behavioural disorder.
Statement II: A single day of bad temper after a family quarrel is, on its own, sufficient evidence of an emotional and behavioural disorder.
Which is/are correct?
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Q20. Assertion (A): 'Waiting children' are children who are legally free for adoption and need permanent families.
Reason (R): Under Indian personal law on adoption, the legal route to formal adoption has historically not been uniform across all communities.
Choose the correct option
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Q21. During class, a Class VI teacher notices that Meena repeatedly squints at the blackboard, holds her book very close to her face, and her eyes water after sustained reading. Using the screening checklist approach, the teacher should read these signs as pointing to a possible _______ and should therefore _______.
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Q22. A Class VI teacher observes that Karan grips his pen awkwardly, tires very quickly while writing, and has unsteady hand movements during craft activities, though his reading and comprehension are strong. On the screening checklist, these are most consistent with warning signs of
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Q23. Within community-based early identification of young children with disabilities, which programme serves as a key grassroots platform where workers can observe and refer very young children showing developmental concerns?
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Q24. Parents of a Class VI boy refuse a referral for assessment, fearing that a 'special needs' label will stigmatise their son and get him excluded from normal activities. The most appropriate teacher response, consistent with sensitive early identification, is to
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Q25. Order the correct sequence of a teacher's role in early identification:
(i) Refer the child to a qualified professional for assessment
(ii) Notice warning signs in the child's behaviour or performance
(iii) Use the screening form to record observations
Choose the correct order
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Q26. While preparing an assessment for a Class VII student with special needs, a teacher gathers the hopes, concerns and daily routines reported by the child's parents, grandparents and elder sibling. In the assessment framework, this network around the child is referred to as the
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Q27. A teacher claims, 'The Persons with Disabilities Act 1995 recognised only blindness and locomotor disability — nothing else.' Which correction is accurate?
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Q28. After a Class VII teacher's screening suggests a learning disability, an Individual Education Plan must be drawn up and implemented. Which combination best reflects how this should be done?
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Q29. Assertion (A): The UNCRPD is an international human-rights treaty concerning persons with disabilities.
Reason (R): Being an international convention, the UNCRPD only sets out broad principles and creates no expectations for how member states treat persons with disabilities domestically.
Choose the correct option
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Q30. Statement I: Early intervention services aim to identify and support very young children with disabilities so that secondary handicaps and the severity of problems can be reduced.
Statement II: Early intervention is pointless because difficulties identified before school age cannot be influenced and must simply be waited out.
Which is/are correct?
