Education of CWSN — Practice

Q1. Why a child with hearing impairment in Class 7 does not speak. The reason given is

• A. The child's vocal cords are damaged.
• B. The child does not speak because the child does not hear.
• C. The child has low intelligence in language.
• D. The child refuses to speak out of shyness.

Q2. A totally blind child entering an upper-primary classroom is most likely to recognise the teacher's presence by

• A. Asking the classmate sitting next to him
• B. Looking towards the door
• C. The teacher's perfume — using smell more than a sighted person does
• D. Touching the teacher's hand

Q3. Aarti, a Class 7 student, can read and write but consistently struggles with mathematical calculations. This symptom of Specific Learning Disability is called

• A. Dyscalculia
• B. Dysgraphia
• C. Dyslexia
• D. Autism

Q4. Children with autism in an upper-primary classroom are most likely to have difficulty with

• A. Mathematical calculations only
• B. Walking and writing
• C. Social relationships and communicating with others, with restricted interests
• D. Hearing and seeing

Q5. A child with blindness or learning disability appearing for a three-hour Class X examination is given how much additional time?

• A. 10 minutes
• B. 20 minutes
• C. 30 minutes
• D. 60 minutes

Q6. The 'no-retention' policy in schools sometimes hurts a Class 8 CWSN because

• A. The child is held back in the same class repeatedly.
• B. The child is promoted without ensuring competency in the previous class, and may perform at a Class II or III level.
• C. The child is denied admission to the next school.
• D. The child is forced to take all three languages.

Q7. An upper-primary child with hearing loss is permitted to

• A. Skip all examinations
• B. Drop the second or third language and substitute it with another subject
• C. Use a calculator in all examinations
• D. Attend school on alternate days only

Q8. An 'accommodation' is defined as a change that

• A. Changes the task content or the evaluation system
• B. Changes only the input and output processes in teaching and learning, not the task content
• C. Removes the topic from the curriculum
• D. Replaces the subject with another

Q9. In a Class 7 timetable, a child with motor disability replaces 'Physical Education' with 'Physiotherapy'. This curricular adaptation is called

• A. Omission
• B. Expansion
• C. Substitution
• D. Accommodation

Q10. While teaching the 'money' topic to a child with intellectual disability, the upper-primary teacher uses real coins and takes the child shopping. This is called

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

Q11. Consider two examples of curricular 'omission'. These are

• A. Lessons on colour concepts for blind children, and music for deaf children
• B. Sign language for deaf children, and Braille for blind children
• C. Extra time for slow learners, and ramps for wheelchair users
• D. Talking books for blind children, and hearing aids for deaf children

Q12. Sarva Shiksha Abhiyan (SSA) is described as

• A. A private trust run by NGOs
• B. A state board examination body
• C. A centrally sponsored scheme that engages a large number of special educators and trains them as effective teachers
• D. A council that regulates rehabilitation professionals

Q13. What is the role of a Block Resource Centre (BRC)?

• A. Conducting Class X board examinations
• B. Issuing disability certificates to children
• C. Granting recognition to private schools
• D. Providing resource materials and professional support to needy schools in the block

Q14. Kagan (1994) defining cooperative learning as a type of structured peer interaction emphasising

• A. Competitive ranking among students
• B. Positive human relationships, collaboration between peers, active learning, equal participation and equal status
• C. Strict teacher-led instruction
• D. Individual homework only

Q15. In home-based education, the first step taken by the special educator, also known as the itinerant teacher, is to

• A. Enrol the child in a regular school
• B. Visit the home, appraise the child and the environment in which he lives
• C. Send the child to a residential special school
• D. Provide the child with assistive devices only