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Q1. Which Act has advocated an inclusive classroom in India where children from deprived classes, language diversities, various castes and religions sit together?
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Q2. The UNESCO (2011) definition of socio-cultural diversity. Which of the following is NOT listed in that definition as a dimension of diversity?
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Q3. Learners from joint families may show higher learning performance than those from nuclear families because, in a joint family
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Q4. Mr. Anil teaches Class 7 in a school in remote rural Bihar. Learners from such non-metropolitan areas may show lower learning outcomes mainly because of
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Q5. On cultural background, a learner from a collectivist cultural background tends to prefer
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Q6. Aarti is a Class 6 tribal learner whose home language is Santhali but the school medium is Hindi. What can generally be predicted about such linguistically diverse learners?
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Q7. To signal a changed perception about learners, in our schools, in place of the term 'student' we should use the term
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Q8. Auditory learners interpret the underlying meaning of speech by listening to
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Q9. Visual learners prefer to sit in the front row of the classroom mainly to
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Q10. Tactile/kinaesthetic learners learn through moving, doing and touching. Such learning by doing can generally be observed in
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Q11. Learners with mental retardation are, for educational purposes, classified into three categories. The 'Educable' category corresponds to IQ approximately
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Q12. For educational purposes, hearing-impaired learners are classified into four categories by decibel loss. A learner with a hearing loss of 91 dB and above is classified as
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Q13. In India, the definition of visual impairment is taken from which Act?
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Q14. A Class 7 learner, Rohit, has trouble counting, understanding fractions, and using steps in a mathematical operation, despite average intelligence. This specific learning disability is called
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Q15. Aarti, an upper-primary learner with dysgraphia, finds written examinations very stressful. Her teacher should
