Pedagogy

CTET Inclusive Education MCQ with Answers

79 practice questions on Inclusive Education and Children with Special Needs for CTET Paper I and Paper II (Child Development and Pedagogy), with answers; most also have an explanation or a worked solution. Try each one before you open its answer.

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1. Q.51

   An Individualised Education Programme (IEP) is:

   1. A A general lesson plan prepared for the whole class
   2. B A written plan of goals, services and accommodations prepared for a specific child with special needs
   3. C The timetable of the resource room
   4. D A government scholarship scheme for children with disabilities
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   Correct answer: (B) A written plan of goals, services and accommodations prepared for a specific child with special needs

   An IEP sets out the child's present level, annual goals, support services, accommodations and how progress will be reviewed. It is specific to one child and is prepared collaboratively, not a class-wide document.

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2. Q.52

   According to Renzulli's three-ring conception, giftedness arises from the interaction of:

   1. A Above-average ability, task commitment and creativity
   2. B Intelligence quotient, memory and speed of processing
   3. C Reading, writing and arithmetic skills
   4. D Attention, emotion and motivation
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   Correct answer: (A) Above-average ability, task commitment and creativity

   Joseph Renzulli described gifted behaviour as the overlap of three clusters: above-average (not necessarily superior) ability, high task commitment and creativity. IQ alone is not sufficient in this model.

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3. Q.53

   The practice of placing a child with special needs in the regular classroom for part of the school day while he continues to receive special education for the rest is traditionally called:

   1. A Segregation
   2. B Mainstreaming
   3. C Homogeneous grouping
   4. D Remedial teaching
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   Correct answer: (B) Mainstreaming

   Mainstreaming, an older term from the United States, refers to part-time placement of a child with special needs in the regular class, with special education continuing separately. It is a form of integration, not full inclusion.

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4. Q.54

   The National Policy on Education 1986 recommended that children with motor handicaps and other mild handicaps be educated in:

   1. A Special schools only
   2. B Hospitals with medical supervision
   3. C Their homes through tutors
   4. D Common schools along with other children
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   Correct answer: (D) Common schools along with other children

   NPE 1986 stated that, wherever feasible, the education of children with motor and other mild handicaps should be common with that of others, with special schools for severe handicaps. This marked the policy shift towards integration.

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5. Q.55

   The Braille script used by persons with visual impairment is based on a cell of:

   1. A Four raised dots
   2. B Six raised dots
   3. C Eight raised dots
   4. D Ten raised dots
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   Correct answer: (B) Six raised dots

   A Braille cell consists of six raised dots arranged in two columns of three, giving 63 possible combinations for letters, numbers and punctuation. It is read by touch with the fingertips.

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6. Q.56

   A teacher learns that a boy comes from a so-called 'backward' community, expects little from him, gives him fewer chances, and his performance gradually falls to match her expectation. This illustrates:

   1. A Scaffolding
   2. B Zone of proximal development
   3. C Self-fulfilling prophecy (Pygmalion effect)
   4. D Positive reinforcement
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   Correct answer: (C) Self-fulfilling prophecy (Pygmalion effect)

   When a teacher's expectations, based on a label, shape her behaviour and in turn the child's achievement, it is a self-fulfilling prophecy, demonstrated by Rosenthal and Jacobson (1968). Scaffolding and ZPD are Vygotskian supports, not biases.

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7. Q.57

   According to the classical WHO distinction, loss of a leg is an ___, the resulting inability to walk is a ___, and the inability to get a job because of it is a ___.

   1. A impairment; disability; handicap
   2. B disability; impairment; handicap
   3. C handicap; disability; impairment
   4. D impairment; handicap; disability
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   Correct answer: (A) impairment; disability; handicap

   In the WHO ICIDH (1980) framework, impairment is loss of body structure or function, disability is the resulting restriction of activity, and handicap is the social disadvantage that follows. The sequence runs body, activity, society.

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8. Q.58

   Making a child trace sandpaper letters with a finger while saying the letter sound aloud is an example of:

   1. A Rote learning
   2. B Lecture method
   3. C Multi-sensory teaching
   4. D Programmed instruction
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   Correct answer: (C) Multi-sensory teaching

   Multi-sensory (VAKT) methods such as Fernald and Orton-Gillingham engage visual, auditory, kinaesthetic and tactile channels at once and are especially effective for children with dyslexia. Rote learning relies on repetition alone.

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9. Q.59

   The National Curriculum Framework 2005 holds that inclusion:

   1. A Is a policy to be implemented in all schools, with children with special needs in regular classrooms
   2. B Is meant only for children with mild disabilities
   3. C Is best achieved by placing children in well-resourced special schools
   4. D Is not necessary at the primary stage
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   Correct answer: (A) Is a policy to be implemented in all schools, with children with special needs in regular classrooms

   NCF 2005 states that a policy of inclusion must be implemented in all schools and throughout the education system, with the curriculum made flexible and the classroom adapted. It explicitly rejects segregation as the norm.

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10. Q.60

    Section 17 of the Rights of Persons with Disabilities Act 2016 deals with:

    1. A Reservation in government employment
    2. B Specific measures to promote and facilitate inclusive education
    3. C Appointment of limited guardians
    4. D Penalties for offences against persons with disabilities
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    Correct answer: (B) Specific measures to promote and facilitate inclusive education

    Section 17 lists measures such as surveys of children, teacher training including in Braille and sign language, resource centres, free books and assistive devices, and scholarships. Section 16 places the duty on educational institutions to provide inclusive education.

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11. Q.61

    A Class I child often asks the teacher to repeat, turns one ear towards the speaker, speaks unusually loudly and does not respond when called from behind. The teacher should suspect:

    1. A Visual impairment
    2. B Intellectual disability
    3. C Attention deficit hyperactivity disorder
    4. D Hearing impairment
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    Correct answer: (D) Hearing impairment

    Requests for repetition, head turning, loud speech and no response to sounds from behind are typical indicators of hearing loss. The teacher should refer the child for audiological screening rather than assume inattention or low ability.

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12. Q.62

    Match the aid with the disability it mainly serves: audio books; hearing aid; ramp.

    1. A Visual impairment; hearing impairment; locomotor disability
    2. B Hearing impairment; visual impairment; locomotor disability
    3. C Locomotor disability; hearing impairment; visual impairment
    4. D Visual impairment; locomotor disability; hearing impairment
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    Correct answer: (A) Visual impairment; hearing impairment; locomotor disability

    Audio books and screen readers serve learners with visual impairment, hearing aids and FM systems those with hearing impairment, and ramps, handrails and wheelchairs those with locomotor disability.

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13. Q.63

    A child who finds it hard to grasp number concepts, cannot recall basic number facts and confuses mathematical symbols, but reads at grade level, is most likely to have:

    1. A Dyslexia
    2. B Dyscalculia
    3. C Dysgraphia
    4. D Aphasia
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    Correct answer: (B) Dyscalculia

    Dyscalculia is a specific learning disability in understanding and working with numbers. Since reading is at grade level, dyslexia is ruled out; aphasia is a language disorder.

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14. Q.64

    The Rights of Persons with Disabilities Act 2016 recognises how many specified disabilities?

    1. A 7
    2. B 11
    3. C 18
    4. D 21
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    Correct answer: (D) 21

    The RPwD Act 2016 expanded the list from 7 under the 1995 Act to 21, adding conditions such as specific learning disabilities, autism, cerebral palsy, thalassemia, haemophilia, sickle cell disease, dwarfism and acid attack victims.

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15. Q.65

    A teacher should actively involve the parents of a child with special needs because:

    1. A It shifts the responsibility for the child's learning to the family
    2. B Parents can then be asked to withdraw the child if progress is slow
    3. C The teacher is then relieved of making adaptations in class
    4. D Parents provide valuable information about the child, continuity at home and support for the IEP
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    Correct answer: (D) Parents provide valuable information about the child, continuity at home and support for the IEP

    Parents know the child's history, strengths and triggers, can reinforce strategies at home and are legitimate members of the IEP team. Partnership with parents does not transfer or remove the school's responsibility.

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16. Q.66

    The Taylor frame is an aid used by students with visual impairment mainly for:

    1. A Reading story books
    2. B Drawing and painting
    3. C Physical education
    4. D Learning arithmetic
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    Correct answer: (D) Learning arithmetic

    The Taylor frame is a slate with star-shaped holes into which metal types are placed to represent digits and signs, enabling blind learners to set out and solve arithmetic problems. The abacus serves a similar purpose.

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17. Q.67

    Cerebral palsy is best described as:

    1. A A progressive disease of the muscles
    2. B A non-progressive disorder of movement and posture caused by damage to the developing brain
    3. C A hearing disorder caused by infection of the ear
    4. D An infectious disease that spreads by contact
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    Correct answer: (B) A non-progressive disorder of movement and posture caused by damage to the developing brain

    Cerebral palsy results from injury to the immature brain before, during or soon after birth and affects movement, posture and muscle tone; it does not worsen over time and is not contagious. It is not a muscle disease like muscular dystrophy.

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18. Q.68

    A class teacher notices that a child shows several signs of a learning difficulty. The teacher's correct role is to:

    1. A Observe and screen the child, support her in class, and refer her to a specialist for diagnosis
    2. B Declare the child dyslexic and inform the class
    3. C Ask the parents to shift her to a special school
    4. D Wait for the child to outgrow the problem without intervention
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    Correct answer: (A) Observe and screen the child, support her in class, and refer her to a specialist for diagnosis

    Screening is the teacher's job; diagnosis is done by qualified professionals such as clinical psychologists. The teacher documents observations, provides support and refers, but never labels the child.

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19. Q.69

    Allowing a gifted child to skip a grade or take advanced courses early is called ___, whereas broadening and deepening the curriculum at the same grade level is called ___.

    1. A enrichment; acceleration
    2. B integration; inclusion
    3. C acceleration; enrichment
    4. D remediation; enrichment
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    Correct answer: (C) acceleration; enrichment

    Acceleration moves the child through the curriculum faster (grade skipping, early admission), while enrichment adds depth and breadth without changing placement. Students frequently swap the two terms.

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20. Q.70

    Under the RPwD Act 2016, a 'person with benchmark disability' is one with not less than ___ of a specified disability.

    1. A 20 percent
    2. B 30 percent
    3. C 40 percent
    4. D 75 percent
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    Correct answer: (C) 40 percent

    Benchmark disability means a specified disability of 40 percent or more as certified. Entitlements such as free education for children aged 6 to 18 years (Section 31) and reservations are linked to benchmark disability.

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21. Q.71

    Which model of disability locates the problem in the barriers created by society, such as attitudes, buildings and curriculum, rather than in the individual?

    1. A Medical model
    2. B Social model
    3. C Charity model
    4. D Moral model
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    Correct answer: (B) Social model

    The social model holds that people are disabled by barriers in society, not by their impairment, and it underlies inclusive education. The medical model sees disability as a deficit within the person to be treated or cured.

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22. Q.72

    Children from socially disadvantaged groups often underperform in school mainly because of:

    1. A Lower innate intellectual ability
    2. B Hereditary limitations passed on by parents
    3. C Natural lack of interest in learning
    4. D Mismatch between home culture or language and school expectations, and lack of supportive provisions
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    Correct answer: (D) Mismatch between home culture or language and school expectations, and lack of supportive provisions

    Underachievement of disadvantaged children is explained by social and environmental factors such as cultural and linguistic distance from the school and lack of support, not by innate or hereditary deficits. Deficit explanations are themselves a form of bias.

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23. Q.73

    A teacher who has a child with autism in her class should:

    1. A Change the seating plan and routine frequently to build flexibility
    2. B Insist on eye contact before every interaction
    3. C Use visual schedules, predictable routines and clear, concrete instructions
    4. D Keep the child out of group activities to avoid distress
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    Correct answer: (C) Use visual schedules, predictable routines and clear, concrete instructions

    Children with autism learn best with structure, visual supports and concrete language. Frequent changes and forced eye contact raise anxiety, and exclusion from groups defeats the purpose of inclusion.

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24. Q.74

    The most suitable approach for teaching reading to a child with dyslexia is:

    1. A Structured, multi-sensory, phonics-based instruction with ample practice
    2. B Making the child read aloud before the whole class every day
    3. C Assigning extra written copy-work from the textbook
    4. D Excusing the child from reading activities altogether
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    Correct answer: (A) Structured, multi-sensory, phonics-based instruction with ample practice

    Explicit, systematic phonics taught through several senses (seeing, hearing, tracing, saying) is the evidence-based approach for dyslexia. Public reading aloud shames the child, copy-work does not address decoding, and exemption denies learning.

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25. Q.75

    A child with visual impairment in Class V has to be assessed in Environmental Studies. The most appropriate option is to:

    1. A Exempt him from assessment entirely
    2. B Give him the same printed paper as the rest of the class
    3. C Award marks on the basis of attendance
    4. D Assess him orally or through Braille or large print, with extra time
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    Correct answer: (D) Assess him orally or through Braille or large print, with extra time

    Flexible assessment changes the format (oral, Braille, large print, scribe) and allows extra time so that the child's knowledge, not his visual impairment, is measured. Exemption or attendance-based marks deny him a genuine assessment.

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26. Q.76

    Rohan cannot sit still, blurts out answers before the question is finished, keeps losing his belongings and cannot stay with a task for long. These behaviours are characteristic of:

    1. A Autism spectrum disorder
    2. B Attention deficit hyperactivity disorder (ADHD)
    3. C Intellectual disability
    4. D Dyslexia
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    Correct answer: (B) Attention deficit hyperactivity disorder (ADHD)

    Inattention, hyperactivity and impulsivity are the three core features of ADHD. Autism is marked chiefly by social communication difficulties and repetitive behaviours, not by impulsivity.

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27. Q.77

    A child repeats the words or phrases spoken to him instead of answering, insists on the same routine every day and gets very upset by small changes. The repetition of others' words is termed:

    1. A Stammering
    2. B Echolalia
    3. C Aphasia
    4. D Dyslalia
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    Correct answer: (B) Echolalia

    Echolalia, the echoing of words or phrases heard, is commonly seen in autism spectrum disorder along with insistence on sameness. Stammering is a fluency disorder and aphasia a loss of language ability.

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28. Q.78

    A Class II child reads 'was' as 'saw', persistently confuses 'b' and 'd', and reads very slowly, although she speaks and understands well. The most likely learning difficulty is:

    1. A Dyslexia
    2. B Dyscalculia
    3. C Dysgraphia
    4. D Dyspraxia
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    Correct answer: (A) Dyslexia

    Reversals, mirror reading and slow laboured reading with normal oral comprehension are classic signs of dyslexia, a reading disability. Dyscalculia concerns numbers, dysgraphia writing and dyspraxia motor coordination.

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29. Q.79

    For a child with hearing impairment in a regular class, the teacher should:

    1. A Face the child while speaking, seat him in front and use visual aids and written cues
    2. B Continue speaking while facing the blackboard and writing
    3. C Shout as loudly as possible so that the child can hear
    4. D Exempt the child from all class discussions
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    Correct answer: (A) Face the child while speaking, seat him in front and use visual aids and written cues

    A child with hearing impairment depends on seeing the speaker's face for speech reading and on visual and written cues. Talking to the board hides the lips, shouting distorts speech, and exemption excludes the child.

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