Diverse Learner MCQ Quiz - Objective Question with Answer for Diverse Learner - Download Free PDF

Children with special needs are disabled and any restriction or lack (resulting from an impairment) of ability to perform an activity in a manner or within the range considered normal for a human being. 

Key Points

Education of children with special needs should be provided in an inclusive classroom, along with other normal children as:

• Inclusive classroom values the diversity, each child brings to the classroom and facilitates all with equal opportunities to learn and grow.
• They should be taught in the same schools only with the help of special education experts.
• It provides a provision to include disabled children along with normal children in a regular classroom regardless of their differences and disabilities.
• it will integrate children with disabilities in the general community to prepare them for normal development and will keep them as a part of mainstream education

• If we provide them, education in special schools or in special classes or by special teachers, the inferiority complex will develop in them which could lead to anxiety and frustration.

Hence, we can conclude that children with special needs should be taught in the same schools only with the help of special education experts. 

In a diverse classroom, recognizing and integrating students’ cultural and linguistic backgrounds helps create a more inclusive, engaging, and effective learning environment. This approach is known as context-based learning, where the teaching connects directly to the students’ real-world experiences and identities.

Key Points

• By incorporating students’ languages, traditions, and community practices into lessons, teachers ensure the content is relatable and meaningful.
• This builds confidence, enhances comprehension, and promotes equity among learners.
• Context-based learning values diversity as a strength and adapts teaching strategies to learners' realities, encouraging participation and deeper understanding.

Hint

• Curriculum dilution refers to reducing the depth or breadth of content, which is not relevant here.
• Uniform teaching strategy ignores learner diversity and treats all students the same.
• Strict syllabus adherence limits flexibility and fails to account for learners' lived experiences.

Hence, the correct answer is Context-based learning.

Environmental Studies (EVS) teaching emphasizes experiential, inclusive, and child-centered learning. When a teacher uses varied teaching-learning materials (TLMs), incorporates local contexts, and engages students in mixed-group activities, the goal is to create a classroom environment that supports all learners by making content relatable and interactive.

Key Points

• The use of diverse TLMs helps address different learning styles and abilities.
• Integrating local contexts allows students to connect what they learn to real-life situations, enhancing relevance and retention. Mixed-group activities encourage collaboration, peer learning, and social skills, ensuring every child participates meaningfully.
• Together, these strategies support the development of critical thinking and a deeper understanding of environmental issues, which aligns with the principles of inclusive and meaningful learning.

Hint

• Reducing syllabus load is not the primary aim here it may be a byproduct, but not the focus.
• Preparing students for rote assessments contradicts the experiential nature of the approach.
• Avoiding formal instruction time is neither implied nor a goal.

Hence, the correct answer is Promote inclusive and meaningful learning.

Group learning in a diverse classroom is based on principles that support inclusivity, equity, and active participation. It aims to build cooperation, mutual respect, and shared responsibility among all learners, regardless of their academic performance or background.

Key Points

• Allowing only the top-performing students to lead contradicts the core principles of group learning.
• This approach creates hierarchy and limits opportunities for others to contribute, making the learning experience unequal and discouraging for less confident students.
• Group learning emphasizes equal opportunity, where each student can take responsibility, contribute ideas, and benefit from collaboration.

Hint

• Encouraging collaboration promotes teamwork and shared problem-solving.
• Respecting every child’s input fosters a safe and supportive environment.
• Using tasks that involve shared responsibility ensures that all group members stay engaged and feel valued.

Hence, the correct answer is Allowing only the top-performing students to lead.

"Learner context" refers to the background, experiences, culture, language, and environment that students bring into the classroom. 

Key Points

• Designing content that ignores students' regional backgrounds fails to consider the learner's environment, lifestyle, and cultural experiences.
• This creates a disconnect between what is being taught and what students relate to, making learning less meaningful and harder to grasp.
• Ignoring learner context also overlooks diversity and does not accommodate different learning needs.

 Hint

• Discussing water conservation using local examples connects classroom learning with the real world.
• Allowing students to share personal experiences encourages active participation and deeper understanding.
• Linking textbook topics with family experiences helps students make sense of abstract concepts by relating them to what they already know.

Hence, the correct answer is Designing content that ignores students' regional backgrounds.

Exceptional children are those who deviate from the normal population and need special education services to meet their needs. It includes children who are gifted, backward, creative, learning disabled, educationally retarded, etc.

Key Points

The above-mentioned characteristic is related to 'Educationally retarded children' as a class consists of students with varying learning abilities as some learn fast and some learn slowly.

'Educationally retarded children': 

• An educationally retarded child is not mentally retarded or physically disabled.
• He may have a neurological handicap or emotional disorder which hinders their abilities.
• Appropriate training required to make educationally retarded children learn some self-care and communication skills.
• Educationally retarded children show the inability to do the work of the class below that which is normal for their age.

Hence, it could be concluded that if a child 'who is in the middle of his school (that is about ten and half years) is unable to do the work of the class below that which is normal for his age" is known as 'Educationally retarded children'.

Important Points

• Mental retardation: It refers to an intellectual disability characterized by low Intelligence Quotient (IQ) and impairments in adaptive daily life skills. 
• Moron: A child with mild intellectual disability and with an IQ of (51-70).
• Idiot: A child with the least intelligence on the IQ scale (0-25).

The backward child is also called a slow learner. The child is unable to cope with routine work normally expected of his/her age group. The rate of learning is the basis for identifying slow learners. He finds it difficult to keep pace with the normal child in his schoolwork.

Key PointsCharacteristics of slow learners are:

•  They have limited cognitive capacity.
• For them rational thinking is impossible.
• They have the capacity for rote learning and can retain in memory whatever is learned only with a lot of practice and revision in comparison with the normal child.
•  They have poor memory.
• The slow learner has cognitive problems, language-related problems, auditory perceptual problems, visual-motor problems, and social-emotional problems.
• They are distractive and lack concentration in the classroom.
• They have the inability to express themselves through language.

Thus, it is concluded that Abstract thinking is not a characteristic of a slow learner.

 The teacher is the facilitator and friend, guide, philosopher of a student. let us discuss different types of teachers who help in teaching disabled learners: -

• Education resource specialists, also known as special education teachers, work with students with learning disabilities and behavioral issues. They serve as both teachers and advocates, ensuring that their students can access the curriculum and get the most out of their education.
• Experienced Teacher, When it comes to children with special needs, teachers must possess characteristics that help them deal with physical and cognitive disorders. Give immediate feedback to learning disabled students. They need to see quickly the relationship between what was taught and what was learned. Make activities concise and short, whenever possible. Encourage cooperative learning activities when possible.
• The subject teacher can teach subjects that don't mean an expert in dealing with disabled learners.
• Efficient Teacher, while dealing with special children effective teachers possess Patience, Organization, Creativity, Acceptance, Intuitive and Calming Nature.

Hence, we can go with the 'resource teacher' as the teacher is already a good teacher so that he/she can teach but the resource is a must to help to teach with better quality.

Visual acuity or VA is tested and measured by asking the patient to identify images or read letters on a chart. Black letters or symbols against white on a chart represent extreme contrast. This helps the vision technician to measure a patient’s acuity of vision. Key Points

• The tests to record visual acuity include the Snellen chart and E-test. There are also tests to check acuity for near distances.
• The visual acuity distance is usually measured at six meters or 20 feet. A suitable test distance is obtained by using mirrors and a reflective system when the examination distance is lesser than 20 feet.
• VA is considered normal when it is recorded as
  20/20 by the Snellen chart. In case the patient fails
  to read at all, he is called for further testing.

Hence, we can conclude that the Snellen chart is related to visual impairment.

Learning is the change in behaviour resulting from behaviour. The teacher is the one who can facilitate classroom teaching. 

Key Points

Role of the teacher in meaningful learning:

• Both teachers and learners get opportunities to interact with experts in a subject or a specialized field. It gives them useful exposure in terms of learning new and specialized field things. It also provides learners with motivation and inspiration for reaching the top in the field of learning
• The teacher has to maintain a conducive environment in the classroom and provide them with experiences through her experiences. 
• The teacher has to play the role of a creator also as he has to develop the learners on the experiences of his own.
• The role of a teacher is full of diversity. The learners look up to them as their ideal, model, guide, mentor, supervisor and much more. The overall personality development i.e. physical, mental, emotional, social, moral, etc. of a learner lies in the teaching of a teacher. 
• The teacher-learner interaction is quite obvious in the discussion. The teacher ensures that there are relevance and logic behind the discussion. Learners’ creativity and thought process is activated and they become more opinionated. 

Thus from above-mentioned points, it is clear that (i), (iii) statements are true.

Inclusive Education means education for all children in school as It refers to the inclusion of all children in the education system, regardless of their differences and disabilities.

Key Points

Inclusive Education maintains appropriate standards of learning for all exceptional students. Exceptional students refer to deviated students as they are the ones:

• who deviate significantly from the normal children in respect to social, mental, physical, and emotional characteristics.

• who show deviations falling far above or extremely below from the average which limits their participation in normal activities.
• Exceptional students include children who are gifted, backward, creative, learning disabled, intellectually challenged, etc.

Important Points

• In inclusive schools or classrooms, teachers create diverse and meaningful learning experiences by maintaining appropriate standards of learning for students with giftedness, autism, learning disorder, and intellectually challenged as inclusive school values the diversity, each child brings to the classroom and facilitates all with equal opportunities to learn and grow.
• In inclusive schools, learning difficulties are seen as a need to reform the curriculum and teaching and learning processes and there is a common curriculum for all students.
• Inclusive education improves the quality and makes provisions of education for all. It welcomes and celebrates diversity. Highlights the learning potential of each student to be discovered and stimulated.
• It provides a provision to include disabled children along with normal children in a regular classroom environment. It accommodates all children regardless of their physical, intellectual, social, emotional, linguistic, or other conditions.

Hence, it could be concluded that (i), (ii), (iii) and (iv) is the correct answer.

Additional Information

• Giftedness is a characteristic  of children t hat refers to performing a task extraordinarily when compared with others of their age. 
• Autism Spectrum Disorder (ASD is a developmental disorder that impairs the communication, self-regulation, and social interaction skills of an individual.
• Learning disorder refers to a neurological disorder that causes cognitive impairment. Dyslexia, dysgraphia, dyscalculia, etc. are the most common learning disorders.
• Intellectually challenged are those whose normal intellectual growth is arrested before birth, during the birth process, or in the early years of development. 

Inclusive education approaches differences and "diversity" affirmatively, recognizing the value of such differences and the learning opportunities that such diversity offers.

• It provides opportunities to learn about and accept individual differences, lessening the impact of harassment and bullying.

Key Points

• provide opportunities for communication and expression.
• give importance to every student's perspective on information.
• not provide options for leveling and stereotyping the learners. 
• ensure the presentation of content according to students' needs and interests. 
• use various methods and strategies and modes of assessment to meet the demand of every individual.
• give priority to every child and never ignore students' on the basis of their background or physical appearance. 

Hint

• "Stereotype" means a widely held but fixed and oversimplified image or idea of a particular type of person or thing.
• Stereotypes are characteristics imposed upon groups of people because of their race, nationality, and sexual orientation.
• These characteristics tend to be oversimplifications of the groups involved and, even if they seem "positive," stereotypes are harmful.
• Classrooms need to reflect every child and every family in the class. The teacher should not make assumptions about what a child’s ethnic background is.

Hence, we can conclude that in a class having learners with diverse needs, a teacher should NOT provide options for stereotyping the learners.

Exceptional children are those who deviate from the normal population and need special education services to meet their needs. It includes children who are gifted, backward, creative, learning disabled, etc.

Key PointsA gifted learner is the one who displays consistently remarkable performance in various physical or cognitive aspects and exhibits superiority in general intelligence levels.

• These children have divergent thinking and are very curious in nature that's why sometimes the classroom seems monotonous to them because they grab things fastly than of their age-peers.
• So, it's a teacher's responsibility to use customized and stimulating instructions method to make learning interesting for them.

Hence, it could be concluded that 'gifted learner can feel under-stimulated and bored if the class activities are not challenging enough' is a characteristic of a gifted learner.

Additional Information

Other Characteristics of Gifted Learner :

• Easy retention of facts.
• High intellectual curiosity.
• Unusual alertness, even in infancy.
• High speed in processing information.
• Early development of a sense of time.
• Advanced logical and creative thinking.
• Excellent memory and novelty in expression.
• Curiosity, creativity, and independency in thought.

 Key Points

For example, learners with dysgraphia may:

• have difficulty in writing correct spellings
• show poor spatial planning on paper (misuse of lines and margins)
• mix uppercase and lowercase letters
• have trouble forming letters (inconsistent form and size)
• have trouble writing on lines

Hence, we can dysgraphia is a type of learning disability associated with problems in writing.

Additional Information

• Dyslexia is characterized by trouble reading. It may also be referred to as a reading disability.
• Dyscalculia is a mathematical disability. In this disability, the learner has difficulty learning or comprehending mathematics. 
• Dyspraxia is a motor coordination difficulty or motor learning difficulty. It may affect motor skills like hand movements needed to write clearly, mouth and tongue movements needed to pronounce words correctly, etc.

Scheduled Castes and Scheduled Tribes are the two most disadvantaged sections of the Indian society needing special attention. Together they form about a quarter of the total population of the country (the scheduled castes about 16 percent and scheduled tribes about 8 percent).

• First-generation school goers refer to the children who are the first in their family to go to school or whose parents have completed formal education till the primary level. They blindly rely on schools and tuition.

Key Points

• Children belonging to scheduled caste and scheduled tribes, first-generation school goers, girls, and children with disabilities are in a disadvantaged position in terms of access to education.
• Educating these children has always been a challenging task and to this day, even after various constitutional provisions and government initiatives to provide access to education to these children.
• The main challenges which are faced by the educational institutions to ensure streamlined learning for these children include poor economical conditions, the reluctance of parents towards education, communication gap, lack of resources, minimal infrastructural facilities, language-related challenges, etc.
• These disadvantaged groups need to be addressed to solve issues of equity. While addressing issues of parity for SC/ST/Minority/Girls, the plan will have to look at strategies for access, retention, and quality under each of the groups targeted.
• We as teachers, have to make conscious efforts to adapt our teaching styles to match the learning styles and culture of children. In the case of scheduled castes, scheduled tribes, acquire additional importance as several of them may be first-generation learners and may not have educated parents or resources to cope with the curricular load.

Hence, it is concluded that children belonging to scheduled caste and scheduled tribes, first-generation school goers, girls, and children with disabilities are in a disadvantaged position in terms of access to education.