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

• 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

 The key principles of inclusive education include:

• Diversity and Individuality: Inclusive education recognizes and values the diversity of students, including those with disabilities, different learning styles, and varied cultural and linguistic backgrounds. It acknowledges that every student is unique and has individual needs.
• Full Participation: Inclusive education promotes the full participation of all students in the general education curriculum and school activities. It strives to ensure that students with disabilities and other diverse needs are not segregated or excluded from regular classrooms.
• Support and Accommodations: Inclusive education provides appropriate support, accommodations, and resources to meet the diverse needs of students. This may involve specialized instruction, assistive technology, or individualized learning plans to help students succeed.
• Collaboration: Inclusive education encourages collaboration among educators, parents, and specialists to create a supportive and inclusive learning environment. Teachers work together to adapt their teaching methods and materials to meet the needs of all students.
• Respect and Acceptance: Inclusive education fosters an atmosphere of respect, acceptance, and belonging. It aims to reduce discrimination, stigma, and bullying by promoting understanding and empathy among students.

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 neither Conclusion I nor Conclusion II follows.

The Rights of Persons with Disabilities Bill 2014, introduced in Lok Sabha in 2014, was passed in the Rajya Sabha in 2016.

• The government brought 119 amendments to the Bill, and this legislation has been pending in the House since February 2014.
• Additional Categories - The amended version recognizes two other disabilities i.e resulting from acid attacks and Parkinson’s Disease, taking the number of recognized conditions to 21, and defines each one of them.
• It makes a special mention of the needs of women and children with disabilities and lays down specific provisions on the guardianship of mentally ill persons.
• Establishment definition - The amendments include private firms in the definition of ‘establishments’, which previously referred to only government bodies. All such establishments have to ensure that persons with disabilities are provided with barrier-free access in buildings, transport systems, and all kinds of public infrastructure, and are not discriminated against in matters of employment.
• Reservation - The 1995 law had 3% reservation for the disabled in higher education institutions and government jobs. The 2014 Bill raised the ceiling to 5%. But the amendments cut the quota to 4%.
• Imprisonment - Shall be punishable with imprisonment for a term which shall not be less than six months but which may extend to five years and with fine.
• Reasonable Restriction- The proposed amended law defines discrimination as “any distinction, exclusion, restriction on the basis of disability” which impairs or nullifies the exercise on an equal basis of rights in the “political, social, cultural, civil or any other field”. However, it excuses such discrimination if “it is shown that the impugned act or omission is a proportionate means of achieving a legitimate aim”.

Thus, we can say that in 2016 Rights of Persons with Disabilities Bill was passed.

• Visible Disabilities: People with visible disabilities, such as those who use wheelchairs, have limb differences, or use mobility aids, often face overt stereotypes and stigmatization. They may also experience physical barriers to access, such as buildings without ramps or accessible transportation.
• Invisible Disabilities: Individuals with invisible disabilities, such as chronic pain, mental health conditions, or cognitive disorders, can also be significantly impacted by stereotypes and stigmatization. They may face judgments like "You don't look disabled" or be accused of exaggerating their conditions. This can lead to feelings of isolation and discrimination.

Additional Information

•  Stereotypes and stigmatization can have a detrimental impact on the well-being and opportunities of individuals with disabilities regardless of whether their disabilities are visible or invisible.
• Both groups may face misconceptions, biases, and discrimination that can limit their access to education, employment, social inclusion, and overall quality of life

Key PointsAffect of stigmatization and stereotypes on individual with disabilities:-

• Psychological Impact: Stereotypes and stigmatization can lead to negative psychological effects for individuals in both categories. They may experience lower self-esteem, anxiety, depression, and a sense of not belonging.
• Limited Opportunities: Both groups may encounter limited opportunities in education and employment. Employers or educators may doubt their capabilities or be hesitant to make accommodations, assuming it's unnecessary for those with invisible disabilities or impossible for those with visible disabilities.
• Social Isolation: Stigmatization can result in social isolation for individuals with disabilities. Friends, peers, or colleagues might avoid or exclude them because of stereotypes or discomfort. This can contribute to loneliness and a lack of social support.
• Healthcare Bias: In the case of invisible disabilities, stereotypes can even extend to the healthcare system. Doctors or healthcare providers may not take their symptoms seriously, leading to delayed diagnoses and inadequate treatment.
• Intersectionality: It's essential to recognize that individuals with disabilities can belong to various other identity groups, such as race, gender, or sexual orientation. Discrimination and stereotypes may compound when these intersecting identities are considered.

The correct answer is indeed: "The assertion is correct, but the reason is incorrect. Stereotypes and stigmatization can affect individuals with both visible and invisible disabilities."

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.

The first school for the blind in India, known as the " Sharp Memorial School for Blind," was founded by Miss Annie Sharp.

Key Points

• Recognizing the need to provide education and support for the blind in India, Miss Annie Sharp established this school in 1887 in Amritsar, Punjab. 
• The school aimed to provide education and vocational training to visually impaired individuals, enabling them to lead more independent and productive lives.
• Miss Annie Sharp's pioneering efforts played a crucial role in raising awareness about the needs of the blind in India.
• Miss Annie Sharp's dedication and contribution to the education and empowerment of the blind in India made her a significant figure in the history of education and disability rights in the country.

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.

The individuals with disabilities act (IDEA0 formerly known as the Education for all handicapped children Act was enacted in 1975.

• It mandates the provision of a free and appropriate public school education for eligible students aged 3-21 yrs.
• Eligible students are those identified by a team of professionals as having a disability that adversely affects academic performance and as being in need of special education and related services.

Key Points​Prevalence rate of disability:

• Among the students who received special education services under IDEA in the school year 2020-21, the category of disabilities with the largest reported percentage of students was "specific learning disabilities".
• 30 % of all students who received special education services had specific learning disabilities, 19 % had speech or language impairments, and 2 and 15% had other health impairments.
• Students with autism, developmental delays, intellectual disabilities, and emotional disturbances accounted for between 5 and 12 % of students served under IDEA.
• Students with multiple disabilities, hearing impairments, orthopaedic impairments, visual impairments, traumatic brain injuries and deaf-blindness each accounted for 2 % or less.

Hence, it can be concluded that the learning disability category has the highest prevalence rate followed by speech/language impairments.