Disability MCQ Quiz in मल्याळम - Objective Question with Answer for Disability - സൗജന്യ PDF ഡൗൺലോഡ് ചെയ്യുക

The social model of disability emphasizes that disability is primarily a product of societal barriers and discrimination because it challenges the traditional, medical model's perspective on disability. 

Key PointsReasons for the social model of disability: 

• Focus on Social and Environmental Factors: The social model shifts the focus away from an individual's impairments or medical conditions as the primary cause of disability. Instead, it highlights that many of the limitations and challenges faced by people with disabilities are a result of societal and environmental factors, such as inaccessible buildings, transportation, communication, and discriminatory attitudes.
• Discrimination and Exclusion: According to the social model, much of the disability-related disadvantages arise from discrimination, prejudice, and exclusion. When society fails to accommodate the diverse needs and abilities of individuals, it creates barriers that prevent people with disabilities from fully participating in various aspects of life, including education, employment, social interactions, and civic engagement.
• Empowerment and Social Change: The social model promotes the idea that by addressing these societal barriers and attitudes, we can empower individuals with disabilities to lead fulfilling lives and participate more fully in society. It calls for changes in laws, policies, and practices to remove these barriers and create an inclusive and accessible environment for everyone.
• Human Rights Perspective: This model aligns with a human rights perspective, emphasizing that people with disabilities have the same rights as everyone else and should not be denied those rights due to their impairments. It advocates for the recognition and protection of the rights of people with disabilities under international and domestic laws.
• Intersectionality: The social model acknowledges that disability intersects with other aspects of identity, such as race, gender, and socioeconomic status. These intersections can compound the discrimination and disadvantages experienced by individuals with disabilities, making it even more critical to address societal factors.

Hence, The social model of disability, often associated with cross-disability perspectives, emphasizes that disability is primarily A product of societal barriers and discrimination

Barotrauma is a condition where changes in air pressure can affect the ear's ability to equalize pressure between the middle ear and the external environment.

Key Points

• This can result in discomfort, pain, or temporary hearing loss.
• It typically occurs due to blockages in the Eustachian tube, which connects the middle ear to the back of the throat and helps regulate pressure.

Hint

• Conductive hearing impairment refers to hearing loss caused by problems in the ear canal or middle ear that hinder sound conduction to the inner ear.
• Sensorineural hearing impairment is permanent hearing loss caused by damage to the inner ear or the auditory nerve, and it is not typically associated with barotrauma.
• Auditory neuropathy is a hearing disorder that affects the transmission of sound from the inner ear to the brain. It is not specifically related to changes in air pressure.

so, Barotrauma is a temporary hearing impairment often caused by sudden changes in air pressure, such as during air travel or scuba diving.

Sign language is a visual and gestural language used by deaf and hard-of-hearing individuals to communicate using handshapes, movements, facial expressions, and body postures instead of spoken words.

Key Points

• Non-manual markers are an essential component of sign language and are used to convey various nuances of meaning, such as tone, emotion, intensity, and grammatical information.
• They include facial expressions, head movements, eye gaze, and other body language that complement the manual signs (handshapes and movements) to provide a complete and rich communication system in sign languages.

Hint

• Fingerspelling is a component of sign languages where individual letters or characters of a written language are represented by specific handshapes or movements. 
• Gesturing refers to using hand or body movements to convey meaning or emphasize a point in spoken or signed communication. 
• Mime is a form of non-verbal communication that uses gestures, facial expressions, and body movements to convey meaning or tell a story. 

Hence, the term for the use of facial expressions, body movements, and head positioning to convey additional meaning in sign language is non-manual markers.

Key Points 

• The first school only for the deaf in India was established in Mazagaon, in the then Bombay Presidency.
•  It was founded by the Roman Catholic mission in 1883. 
•  Provided education and support to children with hearing impairments.
•  Pioneering institution for the education of the deaf in India.
•  Contributed significantly to the development of special education in the country.
•  It continues to serve as an essential institution for the deaf and the hearing-impaired in India. 

Key Points

• Sensory disabilities are disabilities that affect the way people see, hear, smell, taste, or touch.
• Speech and language disabilities are disabilities that affect the way people communicate. They can include problems with speaking, understanding language, or using language in social situations.
• Dwarfism, autism spectrum disorder, and specific learning disabilities are not sensory disabilities.
• Dwarfism is a condition that affects the growth of bones, while autism spectrum disorder is a developmental disorder that affects communication and behavior.
• Specific learning disabilities are disabilities that affect the way people learn, but they do not specifically affect the senses.

Therefore, the answer is 3) Speech and language disability.

Key Points

The child repeatedly finding it difficult to tell the time from a wall clock despite having proper sight and physique best demonstrates that the child is: Dyslexic

Dyslexic:-

• Dyslexia is a specific learning disorder that affects reading, spelling, and writing. However, it can also manifest in difficulties with other skills related to language and symbol recognition.
• In the case of telling time from a wall clock, dyslexia can lead to challenges in understanding the arrangement of numbers and interpreting the spatial relationships between the hour and minute hands.
• Difficulty with symbols: Dyslexia involves challenges in recognizing and interpreting symbols, which can affect the ability to understand the layout of the clock face and the significance of the numbers and hands.
• Symbol decoding: Dyslexic individuals may struggle with decoding symbols and patterns, which are crucial for interpreting the visual cues provided by a clock face.
• Processing speed: Dyslexia can also affect processing speed, making it harder for individuals to quickly and accurately interpret the information presented by a clock.

Additional InformationDyspraxic:

• Speech disorder, also known as developmental coordination disorder (DCD), is a neurological disorder that affects motor skills and coordination.
• This can make it challenging for individuals to perform tasks that involve precise movements, such as telling time on a watch.

Dull:

• The term "dull" is often used to refer to a lack of intellectual sharpness or intelligence. However, the ability to tell time is not necessarily a measure of intelligence. Difficulties in telling time from a wall clock could be due to other reasons and may not directly imply the child is "dull."

Disgraphic:

• "Disgraphic" is not a commonly used term in the context of learning disabilities.
• However, it could be assumed to refer to a condition related to handwriting or writing difficulties. Similar to dyslexia, difficulty in telling time is not directly associated with handwriting or writing abilities.

Remedial teaching refers to the method of teaching that helps the teacher to provide learners with the necessary help and guidance to overcome the problems which are determined through diagnosing them

Key Points

• Remedial teaching is used for 'learning disabled children' as the objective of the remedial method is to give additional help to learners who have fallen behind the rest of the class in any topic or subject.
• In remedial teaching, students get support to improve their performance as remedial teaching is nothing but re-teaching the incorrectly learned skills. It is the process of identifying slow learners and improving their ability to learn something.
• It is a teaching or instructional approach to provide remedial measures to help students to get assistance on their weaknesses. In this view, the general or specific nature of the weakness of the pupil is identified and appropriate steps are taken.
• As remedial teaching is mostly done by the resource room materials, so we can't just plan the teaching without resource room instructions. 

Hence, it could be concluded that remedial teaching by the inclusive education teacher should be based on the resource room instructions.

For many years the terms impairment, disability and handicap are used interchangeably in the field of special education.

• However, they have different definitions. The WHO (world health organisation ) had defined the terms in the international classification of impairments, disabilities and handicaps (ICIDH) which is a manual of classification related to the consequences of diseases.
• It is based on a linear model implying progression from disease, impairment and disability to handicap.

Key Points The differences between impairment, handicap and disability are:

Hence, it can be concluded that the inability to perform functional activities defines disability.

Cerebral palsy is a non-progressive disorder of movement and posture, which results from a lack of development or damage to an area (or areas) of the brain.

• ‘Non-progressive’ means that the damage that has occurred in the brain does not become worse over a period of time.
• Cerebral palsy affects that area of the brain which is concerned with movement i.e., the motor area.
• Sometimes, this damage to the brain is not restricted to the motor area alone; other areas of the brain concerned with communication, language, thinking (intelligence), vision, and hearing may also be affected.

Key Points Cerebral palsy is caused due to damage to that area of the brain that controls movement and posture. Due to this damage, most children with cerebral palsy show motor problems.

• Some children with cerebral palsy might have poor balance or lack of balance.
• Some children with cerebral palsy might have uncontrolled and involuntary body movements. 
• Some children with cerebral palsy might develop abnormal positions of the limbs and body.
• Cerebral palsy often leads to an imbalance of muscle tone which, in turn, could restrict body movement.
• In a child with cerebral palsy, the milestones of motor development are generally delayed.

Thus, It can be concluded that Palsy means weakness or problems with body movement.

HintThe word ‘Phobia’ derives from the name of the Greek god ‘Phobos’ who used to frighten his enemies.

• A phobia is an intense and irrational fear of some object, living being, or situation.

Hypomania is an abnormally charged state of mind.

• It can be a symptom of bipolar disorder.
• It affects a person's emotions, thoughts, and behavior.

Mania is a mental condition or ailment characterized by an excessive degree of energy, mood, or conduct.

• It can be a symptom of bipolar disorder.

• Inclusive education is an educational philosophy and approach that aims to provide equitable opportunities for all students, regardless of their diverse abilities, backgrounds, or characteristics, to learn and participate in regular or mainstream educational settings.
• Inclusive education refers to the practice of integrating students with disabilities into mainstream classrooms alongside their typically developing peers.
• Inclusive education is grounded in the belief that diversity enriches the educational experience for all students and prepares them for life in a diverse society.
• It aligns with principles of social justice and equity, aiming to break down barriers to learning and participation that some students may face due to disability, race, language, or other factors.

Key Points

• Empathy and Understanding: Inclusive education exposes typically developing students to a diverse range of abilities and challenges. Interacting with peers who have disabilities can lead to increased empathy and understanding as they learn to appreciate the unique perspectives and experiences of their classmates. This can help break down stereotypes and reduce stigma.
• Social Skills: In inclusive classrooms, typically developing students often become peer role models and mentors for their peers with disabilities. This can enhance their social skills and leadership abilities as they learn to collaborate and support one another.
• Diversity Appreciation: Exposure to a diverse group of classmates, including those with disabilities, can lead to a greater appreciation for diversity in all its forms. Students learn to value differences and recognize the strengths that each individual brings to the group.
• Academic Benefits: Inclusive education can benefit typically developing students academically as well. They may have opportunities to reinforce their own learning by helping classmates, and teachers may use varied teaching methods that benefit all students, regardless of their abilities.

Additional Information

• Inclusive education is an approach that ensures equal educational opportunities for all students, irrespective of their diverse abilities and backgrounds.
• It promotes full participation, collaboration, and respect in regular classrooms.
• By accommodating individual needs, fostering diversity appreciation, and maintaining high expectations, inclusive education strives to create an inclusive and enriching learning environment that prepares students for a diverse society while upholding principles of equity and social justice.

Hence it is concluded that Both the assertion and reason are correct, and the reason is a valid explanation for the assertion.