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INCLUSIVE EDUCATION, LEARNING DISABLITY, GENDER,  We should provide special provisions for differently abled student,  Teacher and system should change their attitude content and approaches to, teach the student,  There should be no sympathy children do not need any sympathy,  We can provide multiple resources and facilities and these facilities and, resources for this differently abled student are not burden on school. they can, never be a burden on school,  The goal should be real not unrealistic,  We celebrate diversity,  Mainstreaming And Inclusion are two different concept in mainstreaming a, child has to cope up in environment on their own where in inclusion we help, them by providing special provisions for resources to cope up and learn in, environment,  Special education mainly helped differently abled to master a skill but this is not, enough to live a good life,  RTE direct us for inclusive education it is purely based on humanistic approach,  The special provisions can be like we should provide Braille books or blind, machines for the student and lift for orthopedic students,  We should show confidence on them we should never overlook them,  Inclusion is based on equity and equal opportunity,  Students learn social skills in mainstreaming, , POSITIVE TAG WORDS, , NEGATIVE TAG WORDS, ,  Encourage प्रोत्साहित, ,  Discourage ननरुत्साहित, ,  Help students to cope up in, environment, ,  Special school ववशेष ववद्यालय, ,  Sensitization संवेदनशील,  Inclusive education समावेशी शशक्षा,  Inclusion समावेशन,  Regular school ननयशमत ववद्यालय,  Change the system व्यवस्था में बदलाव,  Involve शाशमल करना,  Should give attention ध्यान दे ना,  Diversity ववववधता, ,  Segregate पथ, ृ क्करण,  Exclusion बहिष्करण,  Exclusive पथ, ृ क/अपवर्जक,  Special education ववशेष शशक्षा,  Integrated education एकीकृत शशक्षा,  Cohesive education संस्कनतशील शशक्षा,  Change the child बच्चे में बदलाव,  Sit separately अलग बैठाना,  Ignore ध्यान न दे ना

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 Heterogeneous ववषमर्ातीय, ,  Passive ननष्क्ष्िय, ,  Appropriate method अनुकूल ववधधयां, ,  Marginalised मतारोपण,  Homogeneous समरूपी/ समर्ातीय,  Appropriate education अनुकूल शशक्षा, , Disability, , , , , , , Struggle with some aspect of learning, Emotional difficulties and intellectual impairment disabilities, Mainly due to heredity and drugs used by mother at prenatal stage., Learning disability is a variable state, It can be evaluated by anecdotal record, , Disability and, disorder, , Problem, , Dyslexia, , Reading, , Dysgraphia, , Writing and, graphing, , Dyscalculia, , Airthmetic, , Aphasia / dysphasia, , Language, , Symptoms,  Problems with reading, accuracy,, speed, and comprehension.,  Repeated spelling errors.,  Reversal of orientation of letters,, e.g., b-d, w-m etc.and sequence, of letters in words, when read or, write.,  Poor writing skills,  Illegible writing,  Inconsistencies; mixtures of print, and cursive, upper and lower, case, irregular sizes shape or, slant of letters.,  Unfinished words &letters,  Inconsistent position on page,  Affects person’s ability to, understand ,remember, and, manipulate numbers and number, facts,  Difficult to differentiate between, integers and letters,  Time and money based problems,  Problems understanding spoken, language,  poor reading comprehension

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 Problems with hand, , Dyspraxia (Sensory, Integration Disorder), , Fine motor, skills or gross, motor skills, , Auditory Processing, Disorder, , hearing, differences, between, sounds, , Autism / Autism, Spectrum Disorders, (ASD), , Brain, ,  Social interaction, , Attention Deficit, Hyperactivity Disorder, (ADHD), , Brain, , , , , , , , , , ,  Problems with reading,, comprehension, language, , Short attention span, Difficulty focusing, Poor memory, Disorganization, Poor impulse control, Restlessness, , GENDER KEY TERMS,  Gender roles: The particular economic, political and social roles and, responsibilities that are considered appropriate for men and women in a culture.,  Gender equality: The absence of discrimination on the basis of a person's sex in, authority, opportunities, allocation of resources or benefits, and access to, services.,  Gender equity: The process of being fair to women and men. Sometimes this, involves measures to redress historical disadvantages that have prevented men, and women from having equal access to rights and privileges. Equity leads to, equality. Gender equity also implies that health needs, which are specific to each, gender, receive appropriate resources.,  Gender awareness: Understanding that there are socially determined differences, between men and women, and that these influence access to and control of, resources.,  Gender Sensitivity: The ability to perceive existing gender differences and, issues, and to incorporate these into strategies and actions. Contrast with gender, blindness.,  Gender analysis: Identifies the inequalities that arise from the different roles of, men and women, and analyzes the consequences of these inequalities for their, lives, health and well-being.

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 Gender Mainstreaming:, ,  Gender Parity: A numerical concept concerned with the relative equality in, terms of numbers and proportions of women, men, girls and boys. In education,, this means that the same number of boys and girls receive educational services at, different levels and in diverse forms.,  Gender Dynamics: Gender dynamics include the relationships and interactions, between and among boys, girls, women, and men. Gender dynamics are, informed by socio-cultural ideas about gender and the power relationships that, define them,  Gender bias/discrimination: Gender bias is a preference or prejudice toward, one gender over the other. Bias can be conscious or unconscious, and may, manifest in many ways, both subtle and obvious.,  Gender stereotype: Preconceived ideas whereby females and males are, arbitrarily assigned characteristics and roles determined and limited by their, gender. It is solely based on group membership. It describes how they supposed, to be. For example you should not cry like a girl, you should work outside as you, are boy. To avoid it we should try to put in non traditional gender roles.,  Myth : When we give a incorrect statement for whole the group. For example, boys are stronger then girl, boys do not cry, girls can’t do math, girls learn, better from female teacher etc, , SEX, ,  Biological construct र्ैववक, संरचना, , GENDER,  Socio-cultural construct, सामाष्क्र्क सांस्कृनतक, सरचना, ,  Nature made प्रकृनत, ,  Society made सामार्, ,  Constant ष्क्स्थर, ,  Variable पररवतजनीय, , प्रदत/ननशमजत, ,  Individual व्यष्क्क्तगत,  Non-hierarchical अस्तरीय,  Cannot be changed!, अपररवतजनशील, , ननशमजत,  Systemic व्यवष्क्स्थत,  Hierarchical स्तरीय,  Changeable पररवतजनशील

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PREVIOUS YEAR QUESTION, 1. Inclusive Education (January 2012), (1), (2), (3), (4), , celebrates diversity in the classroom, encourages strict admission procedures, includes indoctrination of facts, includes teachers from marginalized groups, , 2. When a child with a disability first comes to school, the teacher should (January 2012), (1), (2), (3), (4), , refer the child to a special school according to the disability, seclude him from other students, discuss with the child’s parent, to evolve collaborative plans,, conduct an admission test, , 3. Which of the following would be the most appropriate may to encourage disadvantaged, children to attend school regularly? (November 2012), (1), (2), (3), (4), , Paying Rs. 5 per day to attract children, Opening residential schools, Not allowing children to attend school may be made a legally punishable offence, A child collector employed by the school, must bring children from homes everyday, , 4. While selecting material for the portfolio of students, (November 2012), (1), (2), (3), (4), , of, , should be there., , exclusion; students, inclusion; other teachers, inclusion; students, inclusion: parents, , 5. Successful inclusion requires the following except : (November 2012), (1) Capacity building, (2) Sensitization, (3) Segregation, (S) Involvement of parents, 6. An inclusive school (July 2013), (1) Is committed to improve the learning outcomes of all students irrespective of their capabilities, (2) Differentiate between students and sets less challenging achievement targets for specially abled, children, (3) Committed particularly to improve the learning outcomes of specially abled students, (4) Decides learning heeds of students according to their disability

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7. A teacher has some physically challenged children In her class. Which of the following would be, appropriate for her to say? (July 2013), (1), (2), (3), (4), , Wheel-chaired bound children may take help of their peers in going to hall., Physically inconvenienced children may do an alternative activity in the classroom., Mohan why don't you use your crutches to go to the playground., Polio afflicted children will now present a song., , 8. What kind of support can a school provide to address the individual differences in students ? (July, 2013), (1), (2), (3), (4), , Follow a child-centred curriculum and provide multiple learning opportunities to students, Apply every possible measure to remove the individual differences in students, Refer slow learners to special schools, Follow same level of curriculum for all students, , 9. Inclusion in schools primarily focuses on (February 2014), (1), (2), (3), (4), , making subtle provisions for special category children, fulfilling the needs of children with disabilities only, meeting the need of the disabled child at the expense of entire class, including the educational needs of illiterate parents in schools, , 10. Which of the following is the most effective way to convey students from disadvantaged, sections that you expect them to participate and succeed? (February 2014), (1), (2), (3), (4), , Articulate your confidence in their ability to succeed, Develop your own interest in the topics to be taught, Compare them with other children as frequently as possible to make them realize their goal, Emphasize the point that you have high expectation of them, , 11. `Education-for-all-in-school-for-all’ could be a tagline foe which of the following?, (September 2014), (1), (2), (3), (4), , Cohesive education, Inclusive education, Cooperative education, Exclusive education, , 12. Student of disadvantaged groups should be taught along with the normal students. It implies, (February 2015), (1), (2), (3), (4), , Special Education, Integrated Education, Exclusive Education, Inclusive Education

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13. Inclusive education assumes that we should change the, , to fit the, , ., , (September 2015), (1), (2), (3), (4), , Child/ system, System/ child, Environment/ family, Child/ environment, , 14. Which one of the following statements best describes Inclusion? (February 2016), (1) It is the belief that some children cannot learn at all., (2) It is the philosophy that all children have a right to get equal education in a regular school, system., (3) It is the philosophy that special children are 'a special gift of God'., (4) It is the belief that children need to be segregated according to their capabilities., 15. To cater to the children from 'disadvantaged' background, a teacher should (February 2016), (1) try to find out more about them and involve them in class discussions, (2) make them sit separately in the class, (3) ignore them as they cannot interact with other students, (4) give them a lot of written work, 16., (1), (2), (3), (4), , A child who can see partially (February 2016), should not be given education, since it is not of any use to him, needs to be put in a separate institution, should be put in a 'regular' school while making special provisions, should be put in a 'regular' school with no special provisions, , 17. Inclusion of children with special needs : (September 2016), (1) will increase the burden on schools, (2) requires a change in attitude, content and approach to teaching, (3) is an unrealistic goal, (4) is detrimental to children without disabilities, 18. A child with hearing impairment : (September 2016), (1) can do very well in a regular school if suitable facilitation and resources are provided, (2) will never be able to perform on a par with classmates in a regular school, (3) should be sent only to a school for the hearing impaired and not to a regular school, (4) will not benefit from academic education only and should be given vocational training instead

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19. Children coming from socio-economically disadvantaged back-grounds needs classroom, environment which— (December 2018), (1) values and uses their cultural and linguistic knowledge, (2) discourages the use of their language so that they learn the mainstream language, (3) categorizes children based on their abilities, (4) teaches them good behaviour, 20., (1), (2), (3), (4), , Which of the following constructs does Right to Education Act, 2009 advocate? (July 2019), Inclusive education, Segregation, Mainstreaming, Integrated education, , 21., is the philosophy that all children hare a right to get equal education in a regular, school system. (July 2019), (1) Mainstreaming, (2) Special education, (3) Multi-cultural education, (4) Inclusion, 22. In an inclusive classroom, a teacher, (December 2019), (1) should not prepare, (2) should occasionally prepare, (3) should actively prepare, (4) should discourage the preparation, , Individualized Education Plans., , 23. The concept of 'Inclusive Education' as advocated In the Right to Education Act, 2009 is based on, (December 2019), (1) the behaviouristic principles., (2) a sympathetic attitude towards disabled., (3) a rights-based humanistic perspective., (4) mainstreaming of the disabled by offering them primarily vocational education., 24., (1), (2), (3), (4), , The early identification of special children is important to : (Mumbai), prevent secondary disabilities, discourage their self-efforts to be at par with normal children, persuade them to attend special schools, help them to cope with their special status

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25. Which one of the following is most crucial factor for a differently abled child ? (Mumbai), (1) Controlling his/her behaviour, (2) Improving his/her grades, (3) Enhancing his/her skills, (4) Reducing his/her suffering, 26. Special education : (Mumbai), (1) caters to the pad of all students., (2) caters to the need of general teachers., (3) helps differently abled students to master a skill., (4) helps differently abled students to relate with others in a better way., 27. Visually challenged students will get maximum support if : (Mumbai), (1) their learning takes place through talks delivered by teachers., (2) their survival strategies are strengthened., (3) their social skills are enhanced to get maximum support from Peers., (4) software assisted Braille script is taught., 28. Schools while dealing with poverty stricken children must : (Mumbai), (1) attach greater importance to curricular activities by segregating them for better attention., (2) expect them to possess high standards of behaviour., (3) have a zero tolerance of excuses for not attending schools regularly., (4) provide students appropriate training to develop skills to strengthen their self-esteem., 29. To deal with diversity in her classroom a teacher needs to : (Haryana), (1) disregard the social context of the students., (2) judge the students on the basis of their physical appearance., (3) be sensitive to the social and cultural context of the students., (4) give uniform instructions and disregard individual differences., 30. Children with special needs should be : (Haryana), (1) given no education at all., (2) given only vocational training., (3) segregated end put in separate institutions., (4) included in 'regular' set-ups with special provision

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GENDER, 31. The best way to avoid gender discrimination in a school may be (November 2012), (1) selection of more boys than girls for a music competition, (2) metacognition of their gender biased behaviours by teachers, (3) recruitment of equal number of male and female teachers, (4) formation of a rule to shun gender discrimination in the school and enforce ie strictly, 32., (1), (2), (3), (4), , In order to avoid gender stereotyping In class, a teacher should (July 2013), try to put both boys and girls in non-traditional roles., appreciate students' good work by saying 'good girl' or 'good boy’., discourage girls from taking part in wrestling., encourage boys to take risk and be bold., , 33. Girl students (September 2014), (1) learn questions on Mathematics well but face difficulty only when they are asked to reason them, out, (2) are as good in Mathematics as boys of their age, (3) perform less competently in spatial concepts than boys of their age, (4) possess more linguistic end musical abilities, 34., (1), (2), (3), (4), , Gender discrimination in a classroom (September 2014), dose not effect the performance of the students, may lead to diminished effort or performance of the students, may lead to enhanced effort or performance of the male students, is done more by the male teachers than their female counterparts, , 35. Given below are some statements shout boys and girls. According to you. which one of these is true?, (February 2015), (1) Boys should help in household chores., (2) All boys should be taught Science and girls, Home Science., (3) Girls should help in household chores., (4) Boys should help in activities outside the home., 36. A teacher, labelled the head of a committee, as 'chairperson' instead of 'chairman'. It indicates that, the teacher (February 2015), (1), (2), (3), (4), , has a good command of language, is using a gender-free language, has gender bias, follows a more acceptable term

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37. When a teacher considers boys as naturally better at mathematics than girls, it shows that the, teacher is : (September 2015), (1) ethical, (2) gender biased, (3) moralistic, (4) right-minded, 38. A teacher remarks in a co-education class to boys,”Be boys and don't behave like girls." This remark, (February 2016), (1), (2), (3), (4), , is a good example of dealing with boys and girl., reflects stereotypical behaviour of discrimination between boys and girls, highlights the biological superiority of boys over girls, reflects mute discrimination, , 39. 'Gender' is a/an (September 2016), (1) innate quality, (2) social construct, (3) biological entity, (4) physiological construct, 40., (1), (2), (3), (4), , 'Gender' is a/an (July 2019), Psychological entity, Social construct, Economic concept, Biological determinant, , 41. Associating toys, articles of clothing, household items, occupations and colours with specific sex, is, a demonstration of — (July 2019), (1) gender stereotyping, (2) gender theory, (3) gender relevance, (4) evolved gender identity, 42. During classroom discussions, a teacher often pays more attention to boys than girls. This is an, example of (December 2019), (1), (2), (3), (4), , Gender bias., Gender identity., Gender relevance., Gender constancy.

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43. Which of the following is an effective strategy to reduce children's gender stereotyping and, gender-role conformity ? (December 2019), (1) Discussion about gender bias, (2) Emphasizing gender-specific roles, (3) Gender-segregated play groups, (4) Gender-segregated seating arrangement, 44. Seema may be more, (1) feminine, (2) masculine, (3) both (1) and (2), (4) either (1) or (2), , than Devika. (Mumbai), , 45. The following categories affect 'Gender' except (Mumbai), (1) ethnicity, (2) religion, (3) aptitude, (4) language, 46. If teacher thinks that girls need to be given different type of education which would help them, become good wives and mothers, this type of thinking : (Haryana), (1) challenges the social attitude towards girls,, (2) shows that teachers cannot and should not. try to change the social Perception., (3) is beneficial to the girls and would help them to perform their roles assigned by the society in a better, way., (4) Promotes gender bias and restricts the potential of the girls.

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LEARNING DISABILITY, 47. Learning disabilities ere generally found (November 2012), (1) in specially those children whose paternal relatives have such problems, (2) in children with average superior IQ, (3) more often in boys as compared to girls, (4) more often in children belonging to rural areas as compared to urban areas, 48. Orthopedically impaired children are likely to have (November 2012), (1) dysgraphia, (2) dysthymia, (3) dyscalculia, (4) dyslexia, 49. A child cannot distinguish between 'saw' and ‘was’ , 'nuclear and nuclear’. He/She is suffering from, (November 2012), (1) dysmorphemia, (2) dyslexia, (3) word jumbling disorder, (4) dyslexemia, 50. Learning Disability in motor skills is called (July 2013), (1) Dyspraxia, (2) Dyscalculia, (3) Dyslexia, (4) Dysphasia, 51. Learning Disability (July 2013), (1) is a stable state, (2) is a variable state, (3) need not impair functioning, (4) does not improve wide appropriate input, 52. Learning disabilities may occur due to all of the following except (July 2013), (1) Cerebral dysfunction, (2) Emotional disturbance, (3) Behavioural disturbance, (4) Cultural factors

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53. Following are the examples or developmental disorder, except (February 2014), (1) autism, (2) cerebral palsy, (3) post-traumatic stress, (4) attention deficit hyperactivity disorder, 54. A disorder related to language comprehension is (February 2014), (1) apraxia, (2) dyslexia, (3) aspeechxia, (4) aphasia, 55. Difficulty in recalling sequence of letters in words and frequent loss of visual memory is, associated with (September 2014), (1), (2), (3), (4), , Dyslexia, Dyscalculia, Dysgraphia, Dyspraxia, , 56. Deficiency in the ability to write, associated with impaired handwriting, is a symptom of, (February 2015), (1) Dyspraxia, (2) Dyscalculia, (3) Dyslexia, (4) Dysgraphia, 57. A child's notebook shows errors in writing like reverse images, mirror imaging, etc. Such a child is, showing signs of (February 2015), (1) Learning disability, (2) Learning difficulty, (3) Learning problem, (4) Learning disadvantage, 58. A child with normal intelligence shows difficulty in reading and comprehending language. It, indicates that the child is showing symptoms of : (September 2015), (1), (2), (3), (4), , Dyslexia, Dyscalculia, Dysgraphia, Dyspraxia

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59. Which one of the following behaviours is an identifier of a child with learning disability?, (February 2016), (1) Abusive behaviour, (2) Writing ‘b’ as 'd', 'was' as 'saw, ’21' as '12', (3) Low attention span and high physical activity, (4) Frequent mood swings, 60. Which one of the following ways is not a suitable way to help hyperactive children learn?, (December 2018), (1) Offering alternative ways of learning, (2) Including physical activity in their daily schedule, (3) Reprimanding them often for being restless, (4) Breaking up a task into small, manageable segments, 61. Which of the following represents the correct matching of children in column-A with their, primary characteristic in column-B?, Column - A, Column - B, i. Gifted, a. Lacks reading fluency, ii. Learning disabled, b. Can think of original solutions, iii. Creative, c. Tendency to get distracted easily, iv. Attention Deficit Hyperactivity, d. Ability to learn quickly and independency, Disorder (ADHD), (July 2019), , (1), (2), (3), (4), , ii, d, d, a, d, , ii, a, c, b, c, , iii, b, a, d, b, , iv, c, b, c, a, , 62. The primary characteristic of children with 'dyslexia' Includes (December 2019), (1) attention deficit disorders., (2) divergent thinking; fluency in reading., (3) inability to read fluently., (4) engaging in repetitive locomotor actions., 63. Which one of the following could cause learning disability ? (Mumbai), (1) Cultural variation, (2) Prenatal drug use, (3) Aptitude of teacher, (4) Apathy shown by peers

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64. The term "disabled children" refers to (Mumbai), (1) all children with sensory, physical impairments, (2) all children with emotional difficulties and intellectual impairments, (3) both (1) and (2), (4) either (1) or (2), 65. How would you identify a child with learning disability ? (Haryana), (1) by administering intelligence tests, (2) by seeing their physical appearance, (3) by looking at their note books for writing, (4) by observing how much they fight with other children, , PAPER 2, 66., (1), (2), (3), (4), , When a teacher involves a visually challenged learners or the class, she is (January 2012), helping all the learner to develop sympathy towards challenged learner, likely to increase the stress in the visually challenged learner, creating barriers to learning for the class, acting according to the spirit of inclusive education, , 67. Inclusive education refers to a school education system that (January 2012), (1) includes children with disability, (2) includes children regardless of physical, intellectual, social, linguistic or other differently abled, conditions, (3) encourages education of children with special needs through exclusive schools, (4) emphasizes the need to promote the education of the girl child only, 68. While teaching a single parent child, a teacher should (November 2012), (1) treat such a child differently, (2) assign leaser home assignments to such a child, (3) provide stable and consistent environment, (4) overlook this fact and treat such a child at par with other children, 69. Classrooms after the implementation of RTE Act 2009 are (November 2012), (1) age-wise more homogeneous, (2) age-wise more heterogeneous, (3) unaffected, as RTE does not affect the average age of a class in a school, (4) gender-wise more homogeneous

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70. Classrooms after the implementation of RTE Act 2009 are ( July 2013), (1) age-wise more homogeneous, (2) age-wise more heterogeneous, (3) unaffected, as RTE does not affect the average age of a class in a school, (4) gender-wise more homogeneous, 71. In the context of progressive education. the term 'equal educational opportunity’ implies that all, students should (February 2014), (1) receive equal educatIon irrespective of their caste, creed, colour, region and religion, (2) be allowed to prove their capability after receiving an equal education, (3) be provided an education by using the same methods and materials without any distinction, (4) be provided education which is most appropriate to them and their future life at work, 72. Which one of the following statements is true about ability and ability grouping?, (February 2014), (1), (2), (3), (4), , Students learn better in homogeneous groups, For smooth and effective teaching, class should be homogeneous, Children are intolerant and do not accept differences, Teachers may use multilevel teaching to cater to different ability groups, , 73. An inclusive classroom is that where (February 2014), (1) assessments are repeated till the time every learner achieves minimum grades, (2) teachers teach from only prescribed books to lessen the burden of the students, (3) there is an active involvement of children in solving as many problems as possible, (4) teachers create diverse and meaningful learning experiences for every learner, 74. The best way to increase the chances of learning disabled students to lead a full and, productive life, is by (September 2014), (1) focussing an weaknesses of such students, (2) maintaining a high expectation from such students, (3) teaching a variety of skills and strategies that can be applied across a range of contests, (4) encouraging these children to define their own goal, 75. The rationale behind inclusive education is that (February 2015), (1) society is heterogeneous and schools need to be inclusive to cater to heterogeneous society., (2) we need to take pity on special children and provide them access to facilities., (3) it is not cost-effective to provide for separate schools for special children., (4) the benchmarks for performance of each child should be uniform and standardized.

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76. Research has pointed out that several levels of discrimination exist in the schools. Which of these is, not an example of discrimination at upper primary level ? (February 2015), (1) Many teachers use only lecture method to teach., (2) Dalit children are made to sit separately during midday meals., (9) Girls are not encouraged to take up maths and science., (4) Teachers have low expectations of children from lower socio-economic strata., 77. A teacher can effectively respond to the needs or children from ‘disadvantaged sections’ of society, by (February 2015), (1) telling the 'other children' to cooperate with the 'disadvantaged children’ and help them learn the ways, of the school., (2) reflecting on the school system and herself about various ways in which biases and stereotypes surface., (3) ensuring that the children do not get a chance to interact with each other to minimize the, chances of their being bullied., (4) sensitizing the disadvantaged children to the norms and strictures of schools so that they can comply, with those, 78. A Teacher's most important role in an Inclusive classroom is : (September 2015), (1) to ensure that every child gets an opportunity to realize her potential., (2) to plan for the class so that every child progresses at the same pace., (3) to ensure that the teacher gives standard instructions to the class., (4) to find out the occupations of parents of children so that the teacher knows what each child's future, occupation would be., 79. A teacher has a ‘hearing impaired' child in her middle school class. It is important for her to, (February 2016), (1) ask the school counsellor to talk to the child, parents and tell them to withdraw their child from, school, (2) make the child sit at a place from where she can see the teacher, lips and facial expressions dearly, (3) keep pointing to what the child cannot do over and over again, (4) ridicule the child and make her sit separately so that she joins an institution for hearing impaired, , 80. A teacher can effectively respond to the needs of the children from disadvantaged section of society by, (February 2016), (1) Adapting her pedagogy to the needs of every child in the classroom, (2) Ignoring their background and asking them to do chores in the school, (3) Making them sit separately in the classroom so they do not mix with others, (4) Telling other children to treat the children from disadvantaged background with sympathy, 81. An effective teacher in a classroom, where students come from diverse backgrounds, would, (September 2016), (1) push students from deprived backgrounds to work hard so that they can match up with their peers, (2) focus on their cultural knowledge to address individual differences among the group, (3) ignore cultural knowledge and treat all his students in a uniform manner, (4) create groups of students with those from the same economic background put together

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82. A teacher can address diversity in her class by : (September 2016), A. accepting and valuing differences, B. using socio-cultural background of children as a pedagogic resource, C. accommodating different learning styles, D. giving standard instruction and setting uniform benchmarks for performance, Select the correct answer using the code even below., (1) A, B, C and D, (2) A, B and D, (3) B, C and D, (4) A, B and C, 83. In an inclusive classroom with diverse learners, cooperative learning and peer-tutoring, (September 2016), (1) should be used only sometimes since it promotes comparison with classmates, (2) should be actively discouraged and competition should be promoted, (3) should be actively promoted to facilitate peer-acceptance, (4) should not be practised and students should be segregated based on their abilities, 84. According to the Right to Education Act, 2009, children with special needs should study :, (September 2016), (1) at home with their parents and caregivers providing necessary support, (2) in special schools created exclusively for them, (3) in inclusive education setups with provisions to cater to their individual needs, (4) in vocational training centres which would prepare them for life skills, 85. Individualized Education Programme is planned from the perspective of - (December 2018), (1) Child-centered Education Programme, (2) Open School Education Programme, (3) e-Learning Education Programme, (4) Special Education Programme, 86. Inclusive Education is based on the principle of— (December 2018), (1) equity and equal opportunities, (2) social existence and globalization, (3) world brotherhood, (4) social equilibrium

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87. Co-operative learning and peer-tutoring, (1) should be actively discouraged, (2) should be occasionally used, (3) should not be used, (4) should be actively promoted, , in an inclusive classroom. (July 2019), , 88. What instructional adaptations should a teacher make while working with students who are, 'Visually Challenged'? (July 2019), (1) Use a variety of visual presentations., (2) Orient herself so that the students can watch her closely., (3) Focus on a variety of written tasks especially worksheets., (4) Speak clearly and use a lot of touch and feel materials., 89. Which of the following is most important in an inclusive classroom ? (July 2019), (1) Standardized testing, (2) Promoting competitive learning, (3) Individualized education plan, (4) Uniform instruction, 90. In an inclusive classroom, a teacher should (December 2019), (1) believe that every child has a potential to learn as per their abilities and strength., (2) show an attitude of pity and sympathy towards disabled learners., (3) use labels such as 'handicapped child', 'retarded child' to categorize children., (4) pay attention only to the gifted and talented children., 91. A teacher can address needs of specially abled learners in an Inclusive classroom by, (December 2019), (1) emphasizing upon practice and drill and using paper-pencil tests for assessment., (2) following uniform ways of instructing the students., (3) giving a lot of written homework and stressing on copying of answers from other 'bright, students'., (4) developing specific teaming objectives based on an analysis of each student's learning, strengths and weaknesses.

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92. There are a few 'first generation school-goers' in a middle school class. The teacher should :, (Haryana), (1) call the parents and ask them to enrol their children for Ninon if they wish their children to study at all., (2) give a long lecture to the parents about how they are wasting their money on these children., (3) talk to the children to understand them and make the classroom environment conducive to their, learning., (4) tell the children sensitively that they do not have the capability to study further and they should now, help their parents at work., 93. In a progressive set-up children with special needs: (Haryana), (1) are segregated from other children and are allowed to join them only at the meal time., (2) are given only vocational training., (3) are allowed to mingle with other children on the condition that they behave themselves., (4) are taught along with other children while making special provisions for their needs., 94. A child with learning Disability : (Haryana), (1) needs to be put in a separate institutions and not in mainstream schools., (2) has the right to study in a regular school where there are special provisions for him., (3) should be given vocational education, but should not be taught science and writing skill., (4) needs to be dealt with severely and punished harshly for his mistakes., 95. Students from disadvantaged backgrounds should : (Haryana), (1) be given vocational education so that they can pursue their parents' occupation., (2) be placed in regular schools and efforts should be made to adapt the curriculum and facilitate, learning for all the students in the context of their social and cultural context., (3) not be given education at all., (4) be made to study in different schools since their cognitive capabilities cannot match those of other, students.

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GENDER, , 96. A good textbook avoids (January 2012), (1) gender bias, (2) gender sensitivity, (3) gender equality, (4) social responsibility, 97. How teachers and students, environment. (November 2012), (1) interpret ; does not affect, (2) construct; impacts, (3) adapt; perturbs, (4) define; vitiates, , gender in the classroom, it, , the learning, , 98. In Science practicals, boys generally take control of apparatus and ask girls to record data or wash, utensils. This tendency reflects that (November 2012), (1) girls being delicate prefer such less energy consuming tasks, (2) girls are excellent observers and record data flawlessly, (3) stereotyping of Masculine and feminine roles takes place in schools also, (4) boys can handle equipments more efficiently as they are naturally endowed for doing such things, 99. Features assigned due to social roles and not due to biological endowment are called (July, 2013), (1) Gender role attitudes, (2) Gender role strain, (3) Gender-role stereotype, (4) Gender role diagnosticity, 100. Which one of the following may be the criteria of gender parity in a society ? (September 2014), (1) Comparison of number of male and female teachers in school, (2) Equal number of distinctions achieved by boys and girls in Class 12, (3) Comparison of number of boys and girls who survive up to Class 12, (4) Whether the girl students are allowed to participate in competitions organised outside the, school

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101. A lot of debate surrounds whether girls and boys have specific sets of abilities due to their, genetic materials. Which one of the following are you most likely to agree with in this context ?, (February 2015), (1) Girls are socialized to be caring while boys are discouraged to show emotions such as crying., (2) After puberty boys and girls cannot play with each other since their interests are complete, opposites., (3)All girls have inherent talent for arts while boys are genetically programmed to be better at, aggressive sports., (4) Boys cannot be caring since they are born that way., 102. Gender bias refer to : (September 2015), (1) acknowledgement of differences between boys and girls due to their physiology., (2) differential treatment of boys and girls based on expectations due to cultural attitudes., (3) genetic differences that exist between boys and girls., (4) perception of self as relatively feminine and masculine in characteristics., 103. A textbook of Class VIII has following illustrations—women as teachers and maids while men as, doctors and pilots. This type of depiction is likely to promote (February 2016), (1) gender empowerment, (2) gender stereotyping, (3) gender role play, (4) gender constancy, 104. Watching her granddaughter arguing with her father for going on a school trip, the grandmother, says, "Why can't you be obedient like a good girl? Who will marry you if you behave like a boy?" This, statement reflects which of the following? (September 2016), (1) Gender constancy, (2) Gender stereotypes about attributes of girls and boys, (3) Improper gender identification of the girl, (4) Difficulties faced by families in child-rearing, 105. "Society determines the roles of male and female." This statement articulates—, (December 2018), (1) gender as a hereditary endowment, (2) gender as an intuitive construct, (3) gender as a social construct, (4) gender as an inherent construct

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106. Several research studies show that teachers have more overall interaction with boys than girls. What is, the correct explanation for this ? (July 2019), (1) Boys need more attention than girls., (2) This is an example of gender bias in teaching., (3) Boys are easier to manage than girls in the classroom., (4) Boys have much more academic capabilities than girls., 107. Selecting and presenting stories and clippings from newspaper that portray both men and, women in non-traditional roles is an effective strategy to (July 2019), (1) promote gender constancy, (2) encourage stereotypical gender roles, (3) counter gender stereotypes, (4) promote gender bias, 108. Widely held beliefs about typified characteristics deemed appropriate for different sexes in the, society are referred to as (December 2019), (1) gender discrimination., (2) gender roles., (3) gender identity., (4) gender stereotypes., 109. Recently there have been conscious efforts to include stories in curriculum where father is, involved in household works and mother is doing adventure activities. This move is important because, (December 2019), (1) it aims to strengthen gender bias., (2) it aims to eliminate gender stereotyping., (3) it aims to encourage gender constancy., (4) it aims to increase gender discrimination., 110. An effective way to reduce gender bias may be (Mumbai), (1) to run unisex schools with both male and female teachers, (2) to run co-ed schools with both male and female teachers, (3) to run unisex schools with only female teachers, (4) to run co-ed schools with only female teachers, 111. When parents buy dolls for their daughters and football for their sons, their decision reflects :, (Haryana), (1) Gender constancy, (2) Gender insensitivity, (3) Gender empowerment, (4) Gender stereotyping

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LEARNING DISABILITY, 112. The major frustration that children with hearing loss face in the classroom is (January 2012), (1) the inability to read the prescribed textbook, (2) the inability to participate in sports and games, (3) the inability to communicate or share information with others, (4) the inability to take examinations with other students, 113. Dyslexia is associated mainly with difficulties in (January 2012), (1) speaking, (2) speaking and hearing, (3) hearing, (4) reading, 114. Learning disabilities may occur due to all of the following except (July 2013), (1) Teachers way of teaching, (2) Prenatal use of alcohol, (3) Mental Retardation, (4) Meningitis during infancy, 115. Learning disabilities are (February 2014), (1) objective facts and culture has no role in determining them, (2) synonymous with dyslexia, (3) also present in children with average or above average IQ, (4) not Immutable irrespective of time and nature of interventions, 116. Reducing the time allotted to complete an assignment to make it coincide with time of attention, and increasing this time in a phased manner will be best suited to deal with which of the following, disorders ? (September 2014), (1) Disruptive behaviour disorder, (2) Dysphasia, (3) Sensory integration disorder, (4) Attention deficit hyperactivity disorder, 117. Which of the following is the most appropriate method to monitor the progress of children with, learning disabilities ? (September 2014), (1) Case-study, (2) Anecdotal records, (9) Behaviour-rating scale, (4) Structured behavioural observation

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118. Which of the following approaches suggests interaction of the child with the people around him, and with social institutions to deal with disruptive behaviour disorder? (September 2014), (1) Psychodynamic, (2) Ecological, (3) Biological, (4) Behavioural, 119. Which of these is a characteristic of a child with learning disability ? (February 2015), (1) An IQ below 50, (2) Bullying other children and engaging in aggressive acts, (3) Doing the same motor action repeatedly, (4) Difficulty in reading fluently and reversing words, 120. Children with learning disabilities : (September 2015), (1) have retarded mental development., (2) have low IQ., (3) have confusion between letters and alphabets that look alike., (4) easily recognise and comprehend sight words., 121. Children with learning disability (February 2015), (1) are very active, but have a low IQ, (2) are very wise and mature, (3) cannot learn anything, (4) struggle with some aspects of learning, 122. A teacher asks her class to cover sharp edges of furniture with cotton and use Touch and Feel', notice boards and books. The needs of which category of special learners is she attempting to cater to?, (September 2016), (1) Visually-impaired learners, (2) Hearing-impaired learners, (3) Learning-impaired learners, (4) Socially disadvantaged learners, 123. The Rights of Persons with Disabilities Act has been enacted in the year— (December 2018) (1) 1995, (2) 1999, (3) 2016, (4) 1992

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124. Which of the following is a correctly matched pair of learners and their primary, characteristics ? (July 2019), (1) 'Dyslexic' learners — Lack reading and writing fluency, (2) Creative learners — Hyperactive; slow in completing work, (3) Attention deficit learners — High motivation; can sustain attention for long periods of time., (4) Hearing impaired learners —Cannot comprehend visual information, 125. A student shows the following signs in the classroom :, - Anxiety around reading, - Difficulty in recognizing words or letters, - Poor vocabulary skills, - Difficulty with understanding or remembering what was read, These are an indication of (December 2019), (1) an autistic student., (2) a creative student., (3) a student with learning disability., (4) a student with 'mental impairment'., 126. Autism include (Mumbai), (1) visual impairment, (2) hyperactivity, (3) retarded physical growth, (4) inability to relate to others, 127. Learning disabled children generally show (Mumbai), (1) conceptual disorders, (2) perceptual disorders, (3) habitual disorders, (4) physical disorders, 128. Which one of the following is under the purview of the term disability under Persons with, Disability Act-1996? (Mumbai), (1) Autism, (2) TB cured, (3) Mental retardation, (4) Speech disorders

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129. A motor speech disorder that affects speech is called (Mumbai), (1) apraxia, (2) aphasia, (3) dysphonia, (4) word-phobia, Answer key, , QUES. ANS, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, , 1, 3, 3, 3, 3, 1, 3, 1, 1, 1, 2, 4, 2, 2, 1, 3, 2, 1, 1, 1, 4, 3, 3, 4, 3, 3, , QUES. ANS, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50, 51, 52, , 4, 4, 3, 4, 2, 1, 2, 2, 1, 2, 2, 2, 2, 2, 1, 1, 1, 1, 2, 4, 1, 1, 2, 1, 2, 4, , QUES. ANS, 53, 54, 55, 56, 57, 58, 59, 60, 61, 62, 63, 64, 65, 66, 67, 68, 69, 70, 71, 72, 73, 74, 75, 76, 77, 78, , 3, 4, 1, 4, 1, 1, 2, 3, 1, 3, 2, 3, 3, 4, 2, 3, 1, 1, 1, 4, 4, 3, 1, 1, 4, 1, , QUES. ANS, 79, 80, 81, 82, 83, 84, 85, 86, 87, 88, 89, 90, 91, 92, 93, 94, 95, 96, 97, 98, 99, 100, 101, 102, 103, 104, , 2, 1, 2, 4, 3, 3, 1, 1, 4, 4, 3, 1, 4, 3, 4, 2, 2, 1, 2, 3, 3, 3, 1, 2, 2, 2, , QUES. ANS, 105, 106, 107, 108, 109, 110, 111, 112, 113, 114, 115, 116, 117, 118, 119, 120, 121, 122, 123, 124, 125, 126, 127, 128, 129, , 3, 2, 3, 4, 2, 2, 4, 3, 4, 1, 3, 4, 2, 2, 4, 3, 4, 1, 3, 1, 3, 4, 1, 1, 1