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Q1. Assertion (A): A Class 8 child with hearing impairment should be expected to achieve the same curricular goals as classmates in subjects other than oral language.
Reason (R): Apart from the faculty of hearing, the hearing-impaired child has the same learning potential as any other child in the class.
Choose the correct option
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Q2. Sahil, in Class 7, scores poorly in written tests and is often called 'lazy' by relatives, yet he reasons sharply in oral discussions and has no sensory or intellectual disability; his difficulty is confined to processing written information. The most defensible professional conclusion is that Sahil
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Q3. Two Class 7 students join Mr. Khan's class: Ira reads ordinary text only when it is enlarged and set against a sharply contrasting background, while Dev has no usable vision and learns chiefly through touch and hearing. The correct paired classification and provision is
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Q4. Vivaan, a Class 6 student with autism, shows intense, narrow interest in train timetables and resists most group activities. His teacher wants to use this trait constructively while teaching mathematics. The MOST appropriate approach, given how such children learn, is to
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Q5. Match each upper-primary learner with the channel or support most central to learning:
(P) Hearing impairment (Q) Total blindness (R) Motor disability of the hands (S) Low vision
(1) Adapted pencils and writing aids (2) Vision and visual aids such as charts (3) Large print with contrast background (4) Hearing, touch and other non-visual senses
Choose the correct matching
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Q6. Naina, a Class 7 student, understands science concepts well in discussion but her written answers are laboured, malformed and incomplete, though her reading and arithmetic are age-appropriate. The symptom pattern points to dysgraphia, and the soundest immediate classroom response is to
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Q7. In a crowded Class 8 of forty children, a CWSN who was automatically promoted each year now performs at a Class II–III level in several subjects and is rarely attended to individually. Which two system features, working together, BEST explain this situation?
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Q8. Assertion (A): A child with mild specific learning disability should be identified and supported as early as possible in school life.
Reason (R): If such a child is not identified early, the difficulty tends to get further compounded over the years.
Choose the correct option
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Q9. A Class X candidate with blindness is appearing for a three-hour board examination. Which combination of concessions is consistent with the provisions described for such children?
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Q10. A Class 7 teacher argues that continuous formative and summative evaluation is unfair to CWSN and should be replaced by a single year-end test. The strongest counter, in the spirit of inclusive evaluation, is that
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Q11. For the same deaf Class 7 student, a teacher does two things: (i) seats him in front and uses captioned video so he learns the same history chapter as others; (ii) lets him drop the second language and take work experience instead. The correct labels for (i) and (ii) respectively are
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Q12. Case A: For a blind Class 6 child, the lesson on colour concepts is simply dropped with nothing put in its place. Case B: For a child with motor disability, physical education is replaced by physiotherapy. The adaptations in Case A and Case B are, respectively
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Q13. A Class 7 child with intellectual disability grasps a topic but consistently needs longer than peers to complete the same classwork and tests. The adaptation that DIRECTLY addresses this, without changing the content she learns, is
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Q14. While adapting evaluation for a CWSN who understands the content but tires quickly when writing long essays, a teacher decides to test the same learning using more objective-type items alongside fewer subjective ones. Within the scheme of evaluation adaptations, this change belongs to
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Q15. Before deciding what level of curricular adaptation a newly admitted Class 6 CWSN needs, a teacher wants an assessment tied directly to what the child can and cannot do within the actual classroom curriculum, rather than a one-off standardised score. The assessment approach that best fits this purpose is
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Q16. Match each curricular adaptation with its example:
(P) Accommodation (Q) Modification (R) Omission (S) Expansion
(1) Less content to learn or a different evaluation pattern (2) Dropping music for a deaf child with nothing in its place (3) A talking book used to learn the same chapter (4) Using real money and a shopping trip to teach the money concept
Choose the correct matching
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Q17. A teacher believes a Class 7 child with intellectual disability cannot grasp 'fractions', so she considers two options: (X) drop fractions entirely; (Y) elaborate the topic using folded paper strips and shared rotis before the worksheet. If the concept is essential and within reach with support, which option and why?
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Q18. Three roles are described: (P) regulating the standard and quality of rehabilitation professionals and generating trained human resources in special education; (Q) a centrally sponsored scheme engaging and training many special educators to be effective teachers; (R) a block-level body providing resource materials and professional support to needy schools. The correct assignment is
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Q19. A district has too few trained resource teachers to post one permanently in every elementary school, yet many schools each enrol a small number of CWSN. Under the approach described for delivering support, the most workable arrangement is to
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Q20. Observation: CWSN with mild disabilities tend to drop out of many regular schools, while some private schools with trained teachers report lower rejection of such children. The MOST justified inference, consistent with the unit's reasoning, is that
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Q21. Match each Eleventh Five-Year Plan education objective with its target:
(P) Elementary dropout rate (Q) Literacy rate for age 7 and above (R) Gender gap in literacy (S) Higher-education cohort enrolment
(1) Raise from 10% to 15% (2) Reduce to 20% (3) Increase to 85% (4) Lower to 10 percentage points
Choose the correct matching
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Q22. While most CWSN are best served in regular schools with support, the framework also recognises that children with severe or profound disabilities who cannot reach the school may require
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Q23. A new CWSN is to join a Class 7 inclusive classroom next month. According to sound inclusive practice, the teacher's FIRST and most fundamental step before the child arrives is to
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Q24. In a Class 7 group activity, a CWSN is given only menial tasks while abler peers do the 'real' work and the group is ranked against other groups. Judged against the principles of cooperative learning, this arrangement fails MAINLY because it lacks
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Q25. Match each teaching-learning material choice with the TLM selection criterion it BEST satisfies or violates:
(P) Giving a 10-year-old with intellectual disability toys meant for 5-year-olds (Q) A material the child only watches the teacher use (R) A counting aid so costly and rare that the school cannot obtain it (S) An aid that helps the child apply a concept to new, similar situations
(1) Violates age-appropriateness (2) Violates active participation (3) Violates availability/affordability (4) Satisfies transfer of training
Choose the correct matching
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Q26. Three CWSN in a Class 8 need ICT support: Aman is blind, Bina uses a wheelchair and tires from manual tasks, and Chetan needs repeated, self-paced drilling of concepts. The MOST appropriate matching of ICT support is
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Q27. Assertion (A): Efforts to include a child with special needs should begin as early as possible in the child's schooling.
Reason (R): The earlier the efforts towards inclusion, the better the results tend to be.
Choose the correct option
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Q28. In home-based education for a child with severe disability, the itinerant teacher visits only periodically. To make the limited visits effective between sessions, the teacher's KEY strategy should be to
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Q29. Consider the following claims about home-based education as practised by an itinerant teacher:
I. A detailed assessment of the child is carried out before an educational plan with goals is prepared.
II. The family and the teacher together decide the periodicity and a suitable time for sessions.
III. Systematic records are maintained by the teacher across visits.
IV. Once goals are set, the programme stays fixed regardless of the child's improvement.
Which combination is CORRECT?
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Q30. A child with severe multiple disabilities lives in a remote mountain hamlet far from any school and also needs speech and motor therapy. Within home-based education, how are these therapy needs best addressed?
