Education of CWSN — Quiz

Q1. A Class 7 child with motor disability involving the hands will primarily struggle with which of the following classroom tasks?

• A. Listening to oral instructions
• B. Writing and manipulation of objects
• C. Lip-reading the teacher
• D. Reading Braille script

Q2. An upper-primary teacher in Rampur is planning her Class 7 science lesson keeping in mind a hearing-impaired student. Which two senses does this student rely on most for learning?

• A. Hearing and smell
• B. Vision and tactile/kinesthetic sense
• C. Smell and taste
• D. Speech and balance

Q3. A Class 8 child with low vision is being included in a regular classroom. Which two specific provisions should the teacher arrange for him?

• A. Sign-language interpreter and a hearing aid
• B. Large print material and a contrast background
• C. A wheelchair and ramps
• D. A scribe and oral examination only

Q4. Ravi, a Class 6 student, has average intelligence but consistently struggles to decode and read text. The symptom of Specific Learning Disability he shows is best described as

• A. Dysgraphia
• B. Dyscalculia
• C. Dyslexia
• D. Cerebral palsy

Q5. A Class 7 child with intellectual disability is MOST likely to struggle with which of the following?

• A. Decoding the printed page
• B. Walking and balancing
• C. Understanding abstract concepts and learning at the expected pace
• D. Hearing sounds at normal pitch

Q6. 'multiple disabilities' and states that such children need

• A. A single, common standard plan that applies to all CWSN
• B. A combination of two or more disabilities, and individually planned educational programmes
• C. No formal schooling at all
• D. Only residential placement in a special school

Q7. A Class 10 student with blindness is appearing for the board examination. Which concession is the board required to provide?

• A. Permission to skip the paper entirely
• B. A scribe to write the exam as the student verbally says the answer
• C. An identical question paper in regular print
• D. A reduction in syllabus to half

Q8. Under our current school system, children with mild intellectual disability or mild SLD tend to

• A. Be quickly identified and supported in Class 1
• B. Go unnoticed, and their problem gets further compounded without early identification
• C. Outperform their peers in language subjects
• D. Be automatically referred to special schools at age six

Q9. Consider examples of 'writing aids' provided to children with motor and physical disabilities. These include

• A. Braille slates and styluses
• B. Adapted pencils and note books
• C. Sign-language flash cards
• D. Hearing aids and FM systems

Q10. Anjali, a deaf student in Class 7, is allowed to drop the second language and take 'work experience' in its place. This curricular adaptation is best described as a

• A. Modification — change in content or standards itself
• B. Accommodation — change only in input and output processes
• C. Time flexibility — extra examination time
• D. Material adaptation — switching print for non-print material

Q11. A Class 6 blind student in a regular Bihar school uses a 'talking book' to learn the same chapter while other students read the printed textbook. This is an example of

• A. Modification — changing the chapter content
• B. Substitution — replacing the subject with another
• C. Accommodation — changing only the input mode, not the content
• D. Omission — removing the chapter from her syllabus

Q12. Consider the adaptations of evaluation methods for CWSN. Which of the following is NOT among the named adaptations?

• A. Extra test administration time
• B. Oral method of response
• C. Provision of a scribe to write the exam
• D. Awarding grace marks equal to 20% of total

Q13. The body that regulates and ensures the standard and quality of rehabilitation professionals in special education in India is

• A. Sarva Shiksha Abhiyan (SSA)
• B. Block Resource Centre (BRC)
• C. Rehabilitation Council of India (RCI)
• D. Central Board of Secondary Education (CBSE)

Q14. Consider the 'itinerant model' of resource teaching for CWSN. The defining feature is that

• A. One resource teacher is permanently posted to each school
• B. Children are sent to a separate residential school for instruction
• C. Resource teachers periodically reach a number of schools and coordinate with class teachers
• D. Children with disabilities are taught only at the district headquarters

Q15. A 10-year-old child with intellectual disability functions at the mental level of a 5-year-old. When selecting TLM for this Class 5 child, the teacher should choose material that is

• A. Toys meant for 5-year-old children, matching mental age
• B. Suitable to the child's chronological age of 10, not toys meant for 5-year-olds
• C. Identical to the printed textbook used by other Class 5 students
• D. Reserved only for use at home and never in the classroom