INTRODUCTION TO SPECIAL EDUCATION
This post contains a question bank in the form of true/false, fill in the blanks and MCQ questions on the topic of Introduction to Special Education.
SECTION I (MCQ - QUIZ I)
1. Kadijah is in a wheel chair as a result she cannot access many public buildings. She is therefore.
a. Disabled
b. Handicapped
c. Special individual
d. Impaired
ANSWER: B
2. The ability to see with only one eye is known as.
a. Monocular vision
b. Binocular vision
c. Trinocular vision
d. Dinocular vision
ANSWER: A
3. Kafui put chalk in his ear and it blocked her middle ear making him unable to perceive sounds. What hearing loss is he experiencing?
a. Sensory- neural
b. Mixed
c. Conductive
d. Central
ANSWER: C
4. A loss or damage to a part of the body is considered as.
a. Weakness
b. Disability
c. Impairment
d. Handicap
ANSWER: C
5. The educational system where the handicapped children are put in a separate classroom to be taught by specialised teachers is known as.
a. Mergence
b. Separation
c. Integration
d. Segregation
ANSWER: D
6. Which of the following is not a feature of special education?
a. Special teaching methodology
b. Involvement of specialised teachers
c. The use of team work approach
d. The use of mentorship
ANSWER: D
7. All the following are types of hearing impairment. Which one is based on the age of onset?
a. Profound hearing loss
b. Childhood central loss
c. Sensory-neural hearing loss
d. Congenital hearing loss
ANSWER: D
8. The type of hearing loss which occurs when the inner ear is damaged or malformed is known as.
a. Mixed hearing loss
b. Sensory-neural hearing loss
c. Conductive hearing loss
d. Central hearing loss
ANSWER: B
9. Any form of education that is specially designed for exceptional students who are not able to respond to and benefit from programmes in regular schools and must be given special assistance is referred to as.
a. Paired education
b. Individual education
c. Group education
d. Special education
ANSWER: D
10. The specialist responsible for measuring hearing threshold levels of individuals is known as.
a. Optometrist
b. Physiotherapist
c. Audiologist
d. School nurse
ANSWER: C
SECTION II (MCQ - QUIZ II)
1. In Ghana most children with disabilities are educated in ………schools.
Select one:
a. Integrated
b. Mainstream
c. Segregated
d. Unit
ANSWER: C
2. ………… is context specific. i) Impairment ii) Disability iii) Handicap iv) Disorder Select one:
a. I only
b. I and IV only
c. III only
d. II and III only
ANSWER: C
3. Audiological assessment has revealed that Kofi’s hearing impairment is located in the inner ear. Which of the following best describes Kofi’s hearing loss?
Select one:
a. Conductive
b. Sensorineural
c. Mixed
d. Central
ANSWER: B
4. A condition where the eyeball is excessively short from front to back that light rays focus behind the retina which renders a person to only visualize objects at a distance but not close is known as
Select one:
a. Hyperopia
b. Albinism
c. Astigmatism
d. Presbyopia
ANSWER: A
5. The commonest type of intellectual disability is Select one:
a. Down syndrome
b. Cretinism
c. Hydrocephaly
d. Fragile X syndrome
ANSWER: A
6. Kelvin has his eyes fixed on a wall at the extreme end of the classroom. The entire of the wall area he is able to see with his eyes fixed in that position is known as
Kelvin’s……………………
Select one:
a. tunnel vision
b. central vision
c. peripheral vision
d. field of vision
ANSWER: D
7. Children considered as hard-of-hearing have no residual hearing sufficient to enable successfully process linguistic information Select one:
a. False
b. True
ANSWER: A
8. Which of the following is a sensory disability?
Select one:
a. Learning Disability
b. Cerebral Palsy
c. Hearing Impairment
d. Communication Disorder
ANSWER: C
9. Which one of these strategies MAY NOT create a learning problem for children with visual impairment? i) Oral language usage ii) Teaching with concrete objects iii) Student choosing his/her seating place iv) Using a PowerPoint presentation without audios in an online lecture Select one:
a. I and II only
b. I, II and III only
c. I, II, III and IV
d. I only
ANSWER: D
10. When a four-month old baby makes prolonged or repetitive vowel sounds during vocal play, it could be described as Select one:
a. Babbling
b. One-word stage
c. Cooing
d. Two-word stage
ANSWER: C
11. The mind’s way of representing important aspects or features of an event during learning is called
Select one:
a. Schemata
b. Symbol
c. Abstraction
d. Memory
ANSWER: A
12. Abena was born with hearing loss related to severe birth asphyxia due to prolonged labour, even though her mother's medical records indicate that she had a normal pregnancy. In the case of Abena, since the loss occurred around the time of her birth, we can describe it as Select one:
a. Pre-natal
b. Antenatal
c. Post-natal
d. Perinatal
ANSWER: D
13. Which of these professionals does not play a role in the diagnosis or management of hearing loss in children?
Select one:
a. Special education teacher
b. Audiologist
c. Speech-language therapist
d. Optometrist
ANSWER: D
14. A pregnant woman who sees a child with a disability first thing in the morning is likely to give birth to a child with the same disability Select one:
a. False
b. True
ANSWER: A
15. Kweku has a cloudy content in the eye lens which blocks his ability to see well. Which of the following describes Kweku’s condition?
Select one:
a. Cataract
b. Glaucoma
c. Myopia
d. Nystagmus
ANSWER: A
16. The instructional approach where teachers divide their content into smaller units is called Select one:
a. Task differentiation
b. Task enhancement
c. Task analysis
d. Task alignment
ANSWER: C
17. In Ghana, people have attributed the causes of disabilities to a variety of factors that are not scientifically proven. Disability is most often attributed to which of these traditional causes?
Select one:
a. Indiscriminate sex
b. Local deities
c. Witchcraft
d. Shrines and cults
ANSWER: C
18. Asirifi, a 3-year old boy was born with profound deafness in both ears. This type of loss could be described as
Select one:
a. Sensorineural hearing loss
b. Acoustic hearing loss
c. Mixed hearing loss
d. Conductive hearing loss
ANSWER: A
19. Intellectual disability is contagious Select one:
a. False
b. True
ANSWER: A
SECTION III (MCQs - QUIZ III)
1. The procedures identified below fall within the domain of the audiologist except ...
a. diagnosing refractive errors
b. performing surgery
c. prescribing hearing aid
d. washing the ear
ANSWER: B
2. Which of the following is NOT an acceleration strategy in managing special needs children?
a. Brainstorming
b. Grade skipping
c. Head start
d. Telescoping
ANSWER: C
3. Which of the following classification do gang members fit into
a. conduct disorder
b. immaturity
c. personality disorder
d. socialized aggression
ANSWER: A
4. What part /role does the tympanic membrane play in the hearing process?
a. traps sound waves into the ears
b. vibrates sound waves
c. carries electrical impulses
d. reduces sound levels
ANSWER: B
5. Which of the following could be a symptom/sign of a child having visual problems?
a. Asking a lot of questions about what they see
b. Looking directly into the face of someone speaking to them
c. Tendency to gaze at something for a very long time
d. Frequently asking friends to read chalkboard writings to them
ANSWER: D
6. The official who is responsible for co-ordinating the efforts of community agencies that provide support for special needs children is the
a. itinerant teachers
b. peripatetic teacher
c. social worker
d. school psychologist
ANSWER: C
7. The professional who assesses a hearing impaired child in order to prescribe a hearing aid is known as. . . . . . .
a. audiologist
b. audiometrist
c. optometrist
d. speech therapist
ANSWER: A
8. The specialist medical practitioner who treats eye diseases is the
a. audiologist
b. gynaecologist
c. ophthalmologist
d. entomologist
ANSWER: C
9. Which form of special needs education reduces the level of stigmatization and discriminatory practices which special needs children face?
a. Exclusive education
b. Inclusion
c. Rehabilitative education
d. Segregation
ANSWER: B
10. Gyamfo has problems reading irregular words and reads in a slow halting fashion. What type of disability does he suffer from?
a. Agnosia
b. Apraxia
c. Diagnosia
d. Dyslexia
ANSWER: D
11. Kofi has difficulty in learning task such as copying from the chalkboard. What is the nature of his learning disability?
a. Class attention deficit
b. Identification deficit
c. Object definition problems
d. Perceptual motor problems
ANSWER: D
12. Ama has difficulty sharing ideas and interacting with others. What is the nature of her learning disability?
a. Communication problems
b. Social problems
c. Perception problems
d. Conversational problems
ANSWER: B
13. The division of GES which monitors the activities of schools for special needs children is the
a. Inspectorate and Monitoring Division
b. Peripatetic Division
c. Special Education Division
d. Special Division for Exceptionality
ANSWER: C
14. Which of the following maternal disease does NOT cause intellectual disability?
a. Food poisoning
b. Influenza
c. Meningitis
d. Lead poisoning
ANSWER: A
15. The condition which results from too much aqueous humour placing undue pressure on the eye is known as .
a. cataract
b. conjunctivitis
c. glaucoma
d. onchocerciasis
ANSWER: C
16. Which of the following is NOT a refractive error?
a. Astigmatism
b. Hyperopia
c. Myopia
d. Glaucoma
ANSWER: D
17. When the portion of the nervous system and brain, which interprets sound waves for understanding, is damaged, the hearing impairment, which results, is known as . 
a. adventitious hearing loss
b. sensory-neural hearing loss
c. central hearing loss
d. conductive hearing loss
ANSWER: C
18. Under which of the following categories will temper tantrum be classified?
a. Biological disorder
b. Conduct disorder
c. Personality disorder
d. Socialized disorder
ANSWER: B
19. Which of the following factors can be a cause of intellectual disability?
a. Lack of teacher commitment
b. Low intake of calcium by pregnant women
c. Lack of oxygen supply to the foetus at birth
d. Sickle cell anaemia
ANSWER: C
20. The type of hearing loss which occurs when the inner ear is damaged or malformed is known as
a. central hearing
b. conductive hearing
c. sensory-neural hearing
d. special education
ANSWER: C
21. A loss or damage to a part of the body or organ is considered as a/an
a. disability
b. handicap
c. weakness
d. impairment
ANSWER: D
22. Which of the following is NOT a language disorder?
a. Fluency disorder
b. Morphological disorder
c. Phonological disorder
d. Syntactic disorder
ANSWER: A
23. The education model where children with special needs are placed in special classes or separate schools is known as model.
a. mainstreaming
b. regular
c. inclusive
d. segregation
ANSWER: D
24. Which of the following is an electronic instrument used to help the hearing impaired to learn speech sounds?
a. A hearing aid
b. A speech training unit
c. An audiometer
d. Seismograph
ANSWER: B
25. Children who experience delays or deficits in gross and fine motor development are said to have ________ disorders.
a. behavioural
b. chromosomal
c. physical
d. psychic
ANSWER: C
26. The type of hearing impairment which occurs when too much wax blocks the middle ear is known as_____
a. adventitious hearing loss
b. central hearing loss
c. conductive hearing loss
d. sensory neural hearing impairment
ANSWER: C
28. The difference between special education and regular education can be seen in one of the following:
a. Individual tutoring
b. Micro teaching
c. Peer tutoring
d. Team tutoring
ANSWER: A
29. One of the following factors is considered in determining whether a child has behaviour disorders?
a. Comparison of the hearing and other behaviours of the child
b. Consistency of the child's behaviour
c. Regularity of complaints about the child's behaviour
d. The ethnic norms of the child
ANSWER: B
30. All the following are methods used in teaching the intellectually disabled except
a. brainstorming
b. reinforcement
c. repetition
d. task analysis
ANSWER: A
31. Which one of the following are warning signs of behaviour disorders?
a. Excessive sleeping
b. Excessive interference in other children affair
c. Inability to concentrate on task
d. Unpredictable mood swings
ANSWER: B
32. All the following are concepts in special education except
a. conservation
b. inclusion
c. integration
d. normalization
ANSWER: A
33. Which of the following is NOT an emotional problem exhibited by intellectually disabled individuals?
a. Inattentiveness
b. Loneliness
c. Restlessness
d. Withdrawal
ANSWER: B
34. Which of the following are children with disabilities?
a. Blind
b. Stubborn
c. Gifted
d. Creative
ANSWER: A
35. Talata has poor vision but she can see with glasses. Her visual acuity is 20/70. How can. Talata be described?
a. Blind
b. Disabled
c. Partially sighted
d. Fully impaired
ANSWER: C
36. All the following are types of hearing impairment. Which one is based on the age of onset?
a. Childhood hearing loss
b. Congenital hearing loss
c. Profound hearing loss
d. Sensory-neural hearing loss
ANSWER: B
37. It is difficult to define behavioural disorders because
a. children manifest complex behaviour
b. teachers have difficulties instructing them
c. they affect all people
d. what is appropriate or inappropriate is relative to time and place
ANSWER: D
38. Which of the following regards special education as both school and individual problems?
a. Social
b. Psychological
c. Medical
d. Education
ANSWER: D
39. In special education exceptional children means children with/who
a. disabilities
b. extraordinary talents
c. special needs
d. are handicapped
ANSWER: A
40. Oforiwaa CANNOT hear when people talk to her. As a result, she is unable to develop speech. She is therefore
a. disabled
b. handicapped
c. impaired
d. special individual
ANSWER: C
41. Mark expresses ideas and feelings meaningfully and retains and retrieves information with ease. Mark is therefore . .
a. a fast learner
b. gifted and talented
c. gifted
d. talented
ANSWER: B
42. Why are the intellectually disabled unable to do academic work? Because
a. teachers do not teach them well
b. of their subnormal intellectual functioning
c. of their level headedness
d. of their inability to associate with others
ANSWER: B
43. Which of the following is NOT an example of environmental cause of intellectual disability?
a. Chromosomal abnormality
b. Drugs
c. Maternal malnutrition
d. Maternal psychological state
ANSWER: A
44. The first part of the eye that receives light rays is the
a. retina
b. pupil
c. lens
d. cornea
ANSWER: D
45. The specialist responsible for measuring the hearing threshold levels of individuals is called .
a. audiologist
b. optometrist
c. physiotherapist
d. school nurse
ANSWER: A
46. All the following are characteristics of the learning disabled except difficulty in
a. copying what is on the chalkboard
b. retrieving what is learned
c. selecting what to eat
d. sharing items with peers
ANSWER: C
47. All the following are pre-natal causes of hearing impairment except
a. alcohol consumption
b. maternal malnutrition
c. maternal trauma
d. prolonged labour
ANSWER: D
48. Which one of the following roles can the school play in the development of the children's intellectual abilities?
a. Giving admission to children who are intellectually good
b. Making the school environment rich with materials
c. Repeating children who do not achieve academically expected standards
d. Using punishments to encourage children to learn
ANSWER: B
49. Which of the following can possibly cause visual impairment in an individual before birth?
a. Pregnant mother often working near heat
b. Prolonged inactivity by a pregnant mother
c. The contraction of an infectious disease by the pregnant mother
d. Overfeeding on the part of the pregnant mother
ANSWER: C
50. Which one of the following is NOT a traditional explanation of the cause of intellectual disability?
a. Diseases
b. Punishment
c. Violation of tradition
d. Witchcraft
ANSWER: A
51. Kate put chalk into her ear and it blocked her middle ear, making her unable to perceive sound. What hearing loss is she experiencing?
a. Central
b. Conductive
c. Mixed
d. Sensory neural
ANSWER: B
52. Kwasi does not respect anyone, does not obey school rules and does not carry out simple instructions. He can therefore be said to have a/an disorder
a. conduct
b. interaction
c. personality
d. socialization
ANSWER: A
53. Victoria is wheelchair bound and cannot access many public buildings. She is therefore
a. Disabled
b. Handicapped
c. Impaired
d. Special individual
ANSWER: B
53. Julie is to be assessed using standard measures. Which of the following is expected to administer the measure?
a. Audiologist
b. Psychologist
c. Regular teacher
d. School nurse
ANSWER: B
54. Abotsi is diagnosed as having hyperopia in both eyes. This means Abotsi has
a. distorted or blurred vision
b. farsightedness
c. high pressure
d. short sightedness
ANSWER: B
55. An individual who has been described as aphasic exhibits
a. mathematical problems
b. reading problems
c. speaking problems
d. problems
ANSWER: C
56. In distinguishing between special education and regular education, the terms "who", "what", ' 'where', and ' 'how" are often used. "what", represents
a. curriculum
b. methodology
c. persons involved
d. placement
ANSWER: A
57. Which of the following is NOT a rationale for providing special education?
a. Exceptional children will understand why they are disabled and respect their nondisabled peers.
b. Exceptional children would become economically independent
c. Positive attitudes would be developed by people towards exceptional children to promote their wellbeing
d. With special needs education, exceptional children would contribute to the welfare of their family and society.
ANSWER: A
58. Which one of the following behaviours will Atsu exhibit for him to be classified as socially aggressive?
a. Clumsy and passive
b. Depressed and sad
c. Uncooperative and negative behaviour
d. Vandalism and assaultive
ANSWER: D
59. All the following are techniques of teaching reading to the learning disabled except
a. making use of students' level of language
b. teaching a skill at a time
c. teaching tasks in block
d. using materials that motivate
ANSWER: C
60. Which of the following senior high schools admits students with special needs?
a. Accra Girls SHS
b. Asanteman SHS
c. Mansoman SHS
d. Wenchi Methodist SHS
ANSWER: D
SECTION IV (MCQs - QUIZ 4 )
1. Which of the following sees special education as an individual problem?
(A) Social
(B) psychological
(C) medical
(D) education
ANSWER: C
2. Which of the following regards special education as both school and individual problems?
(A) Social
(B) psychological
(C) medical
(D) education
ANSWER: A
3. Special education refers to teaching ………………….
(A) The deaf, the mentally retarded and the blind in a special school
(B) Exceptional children in a special school
(C) Exceptional children in special and/or regular school
(D) The gifted solely
ANSWER: C
4. Regular school can practice special education
(A) True
(B) False
ANSWER: A
5. One of the following practices can distinguish special education from regular education.
(A) Individual teaching
(B) group teaching
(C) class teaching
(D) use of sign language
ANSWER: D
6. You are practicing special education when you modify the regular school curriculum to meet the needs of all individual
(A) True
(B) False
ANSWER: A
7. In what two ways can special education be distinguished from regular education?
(A) ........................................................................... (B) ………………………………………………
ANSWER:
Through Special Educators, Braille, Sign language, Special school
8. Children considered gifted and talented are eligible for special education
(A) True
(B) False
ANSWER: A
9. The aims of special education cannot be realized
(A) True
(B) False
ANSWER: B
10. When an exceptional child learns to move part of his body for an activity it is called …………….
ANSWER:
Fine Motor Skills
11. When an exceptional child learns to move the whole body for an activity it is called ……………….
ANSWER:
Gross Motor Skills
12. Which of the following roles can the school play in the development of intellectual abilities?
(A)Making the school environment ‘rich’ with materials and human resources
(B)Using punishments to make children learn
(C)Repeating children who cannot perform
(D) Giving admission to children who are intellectually good
ANSWER: A
13. It is impossible to train a mentally retarded child to acquire self-help skills
(A) True
(B) False
ANSWER: B
14. Individuals with disabilities do not want to trained to acquire skills for independent living
(A) True
(B) False
ANSWER: B
15. The following concepts carry the idea of movement of exceptional children to the mainstream education except
(A) mainstreaming
(B) Inclusion
(C) Integration
(D) Institutionalization
ANSWER: D
16. Which of the following best explains exceptional children?
(A) Children who are bright
(B) Children with disabilities
(C) Children who are gifted and talented and those with disabilities
(D) Children who are blind, deaf and mentally retarded
ANSWER: C
17. All individuals with impairment are handicapped
(A) True
(B) False
ANSWER: B
18. Labels are desirable because
(A) They cause students to acquire negative self-concept
(B) Exceptional children are readily accepted by peers
(C) Allow professionals to keep learners out of regular programmed
(D) They cause teachers to achieve self-fulfilling prophecy
ANSWER: B
19. Training people with disabilities in their most immediate communities in order to foster their integration is referred to as
(A) Community-Based Rehabilitation
(B) Mainstreaming
(C) Normalization
(D) Inclusion
ANSWER: A
20. Which of the following terms means classification into categories?
(A) Mainstreaming
(B) Disability
(C) Labeling
(D) Impairment
ANSWER: C
21. The specialist responsible for measuring the hearing threshold levels of individuals is called
(A) Physiotherapists
(B) Optometrist
(C) Ophthalmologist
(D) Audiologists
ANSWER: D
22. The following professionals have similar functions
I. Itinerant teacher II. Special education teacher III. Peripatetic teacher IV. Regular education teacher
(A) I & II
(B) II & III
(C) I & III
(D) II & IV
ANSWER: A
23. Problems relating to abnormal behaviour are managed by
(A) Psychologist
(B) Psychiatrist
(C) Special language therapists
(D) Special education administrator
ANSWER: B
24. Who provides and interprets information regarding the medical reports of exceptional children?
(A) School Nurse
(B) School Psychologist
(C) Special Education teacher
(D) Regular Education teacher
ANSWER: A
25. Team approach to the management of exceptional children is an essential component in special education
(A) True
(B) False
ANSWER: A
26. Ophthalmologist is a professional responsible for
(A) Diagnosis and treatment of ear diseases
(B) Diagnosis and treatment of eye diseases
(C) Diagnosis and treatment of physical impairments
(D) Instruction and assessment
ANSWER: B
27. Mention four professionals whose work relate to the medical profession
I. …………………. II. ………………. III. …………………… IV. ……………………
ANSWER:
I. Ophthalmologist II. Psychiatrist III. Physiotherapist IV. School nurse
28. Mention four professionals whose work relate to the educational profession
I. ……………………… II. …………………… III. …………………… IV. ………………………….
ANSWER:
I. Special education administrator II. Special education teacher III. School psychologist IV. Regular education teacher etc.
29. The following are delivery models in special education except
(A) Regular class
(B) Special class
(C) Homebound/Hospital
(D) Day school
ANSWER: D
30. Which of these options is the least restrictive?
(A) Special class
(B) Regular class
(C) Regular class with consultation
(D) Regular class with itinerant
ANSWER: B
31. Which of these options is the most restrictive?
(A) Regular class
(B) Special class
(C) Regular class with resource room
(D) Homebound/Hospital
ANSWER: D
32. Which of the educational environment do professionals monitor and assess the child’s condition closely?
(A) Regular class
(B) Special class
(C) Hospital
(D) Regular class with resource room
ANSWER: C
33. Which of the following best describes the resource room option?
(A) Instruction is given on pull out basis
(B) Instruction is given while the child remains in his/her class
(C) Special teachers provide for the instructional needs
(D) The interaction is between the teacher and the consultant
ANSWER: A
34. Which of these options will be the most suitable for a severe mentally retarded individual?
(A) Special school
(B) Resource room
(C) Homebound
(D) Hospital
ANSWER: A
35. In the regular school option, services are provided by
(A) Only itinerant teacher
(B) Itinerant teacher and consultant
(C) Only regular school teacher
(D) Only resource centre specialist
ANSWER: B
36. The best option for a mild visually-impaired child is regular class with itinerant teacher
(A) True
(B) False
ANSWER: A
37. Which instrument is used for measuring hearing threshold levels of an individual? ………….
ANSWER:
Audiometer
38. A system of combination of six dots to represent letters is called ……………….
ANSWER:
Braille
39. To measure one’s visual acuity we use ………………………
ANSWER:
Snellen Chart
40. The instrument that is used to teach speech to the hearing impaired is called …………….
ANSWER:
Speech Training Unit
41. To be able to hear sounds from the environment the hearing impaired individual wears ………..
ANSWER:
Hearing Aids
42. Otoscope is used for viewing …………………………………
ANSWER:
The Ear Drum
43. The types of Braille that are common are (a) ……………………… (b) ………………………….
ANSWERS:
(a) Perkins Braillers (b) Lavender Brailler
44. When the readings on the audiometer indicate 70dB, it means the individual is
(A) Deaf
(B) Normal hearing
ANSWER: A
45. Who are the Gifted and Talented?
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
ANSWER:
They are individuals who exhibit high performance capability in intellectual, creative and/or artistic areas
46. What is the different between the gifted and talented?
(A) The gifted are better in visual arts than the talented
(B) The talented are better intellectually than the gifted
(C) The gifted perform better intellectually than the talented
(D) The talented perform better intellectually than the gifted
ANSWER: C
47. Why do the gifted become rebellious and stubborn?
(A) Because teachers ask them several questions
(B) Because they have many things to do in the school
(C) Because they think they know too much
(D) Because instructions could become monotonous
ANSWER: D
48. The gifted are wonderful readers
(A) True
(B) False
ANSWER: A
49. The three most common elements in identifying the gifted and talented are ……………………….
ANSWERS:
I. Above-average general abilities II. A high level of task commitment III. Creativity
50. What are the two main factors responsible for giftedness and talentedness? ……………………….
ANSWERS:
I. Genetic/Heredity II. Environment
51. Give two reasons why the gifted and talented need special education. ………………………………….
ANSWER:
I. to help them realize their vision II. To help them develop their potentialities
52. What can teachers do to whip up school interest in the gifted and talented?
(A) They have to make lessons very interesting and challenging
(B) They have to allow them to do what they like
(C) They have to send them on errands
(D) They have to make instructions less difficult
ANSWER: A
53. The three main criteria for identifying a mentally retarded child are ………………
ANSWER:
I. Level of intellectual functioning II. Competence in self-help skills/social skills III. Age of occurrence
54. The mentally retarded perform a little above average
(A) True
(B) False
ANSWER: B
55. Which categories of the mentally retarded is educable?
(A) The severely retarded
(B) The moderately retarded
(C) The mildly retarded
(D) The profound
ANSWER: C
56. Why are mentally retarded unable to do academic work?
(A) Because teachers do not teach them well
(B) Because of their subnormal intellectual functioning
(C) Because of their level-headedness
(D) Because of their inability to associate with others
ANSWER: B
57. All mentally retarded individuals have difficulties interacting with others
(A) True
(B) False
ANSWER: B
58. Which of the following is NOT an emotional problem exhibited by the mentally retarded?
(A) Withdrawal
(B) Restlessness
(C) Inattentiveness
(D) Loneliness
ANSWER: D
59. One major example of the genetic cause of mental retardation is
(A) Drugs
(B) Diseases
(C) Lead poison
(D) Down’s syndrome
ANSWER: D
60. Which of these is NOT an example of environmental cause of mental retardation?
(A) Chromosomal abnormality
(B) Mental malnutrition
(C) Maternal psychological state
(D) Drugs
ANSWER: A
61. Which of these is NOT a traditional explanation of the cause of mental retardation?
(A) Witchcraft
(B) Diseases
(C) Punishment from gods
(D) Violation of tradition
ANSWER: B
62. Learning disabilities is as old as geography
(A) True
(B) False
ANSWER: B
63. Which of the following is NOT an aspect of learning disability?
(A) inability to read
(B) inability to listen
(C) inability to walk
(D) inability to write
ANSWER: C
64. One major description of learning disability is:
(A) It is a heterogeneous group of disorders
(B) It is a disability that affects every child
(C).It is a condition that cannot be cured
(D) It is basically a psychological process
ANSWER: A
65. Learning disability is a school-related problem
(A) True
(B) False
ANSWER: B
66. What do you understand by developmental imbalances?
(A) The child’s development is well balanced
(B) The child does well in some discipline but fails in others
(C) The child’s performance matches with his/her level of development
(D) The child’s progress is stable
ANSWER: B
67. What is meant by dyslexia?
(A) Inability to write letters
(B) Inability to do mathematics
(C) Inability to remember what is heard
(D) Inability to read
ANSWER: D
68. Explain why children with learning disabilities do not exhibit the same characteristics.
ANSWER:
Because the disorders are different
69. Which of the following is not a characteristic of the learning disabled?
(A) Difficulty in retrieving what is learned
(B) Difficulty in sharing items with peers
(C) Difficulty in selecting what to eat
(D) Difficulty in copying what is on chalkboard.
ANSWER: C
70. The main cause of learning disabilities is central nervous system dysfunction
(A) True
(B) False
ANSWER: B
71. What is meant by sensory impairment?
(A) It is the loss of hearing and taste organs
(B) It is losses found in hearing and vision
(C) It is the excess use of the sense organ
(D) It is hearing and speech losses
ANSWER: B
72. Which of the following is not part of sensory impairment?
(A) Low vision
(B) Hard-of-hearing
(C) Blindness
(D) High vision
ANSWER: D
73. Hearing losses that occur after birth are called ……………
(A) Hard-of-hearing
(B) Congenital hearing losses
(C) Adventitious hearing losses
(D) Conductive hearing losses
ANSWER: C
74. Sensorineural hearing losses occur mainly in the
(A) Outer ear
(B) Middle ear
(C) Inner ear
(D) Outer and middle ear
ANSWER: C
75. What role does the tympanic membrane play in human hearing?
(A) It vibrates sound
(B) It amplifies sound
(C) It decongests
(D) It decays sound
ANSWER: A
76. Which of the following is not a characteristic of the hearing impaired?
(A) Shouting when speaking to someone
(B) Experiencing dizziness after hard work
(C) Asking for instructions to be repeated
(D) Appearing reluctant to speak freely
ANSWER: B
77. The two main types of visual impairment are:
(A) High and low vision
(B) Blindness and partially sighted
(C) High vision and blindness
(D) Partially sighted and high vision
ANSWER: B
78. Which of the structures of the eyes is responsible for refraction?
(A) Lens
(B) Retina
(C) Cornea
(D) Vitreous humor
ANSWER: A
79. Children with low vision can learn best by the use of Braille
(A) True
(B) False
ANSWER: B
80. Which of the following is not a cause of hearing impairment?
(A) Loud sounds from machines
(B) Traumatic experience
(C) Refractive errors
(D) Diseases
ANSWER: C
81. Which of the following is not a cause of visual impairment?
(A) Nystagmus
(B) Refractive errors
(C) Glaucoma
(D) Noise pollution
ANSWER: D
82. Physical disabilities /disorders can best be explained as…..
(A) The inability to use body effectively........
(B) the inability to perform fine motor skills………..
(C) the inability to perform gross motor skills……..
(D) the inability to cut and write.
ANSWER: A
83. The two main physical disorders are ……….
(A) orthopaedic and neurological disorders…………
(B) neurological and musculoskeletal disorders……..
(C) musculoskeletal and cerebral palsy………..
(D) cerebral palsy and epilepsy.
ANSWER: B
84. Neurological disorders includes………
(A) polio, cleft lip and cleft palate………
(B) cerebral palsy, epilepsy arthritis…….
(C) epilepsy spinal cord injury and polio……….
(D) cerebral palsy, and epilepsy and spinal cordinjury.
ANSWER: D
85. Which of the disorders stems from disorders in the cerebral nervous system?............
(A) musculoskeletal only……..
(B) neurological only……….
(C) both musculoskeletal and neurological
(D) neurological and muscular dystrophy
ANSWER: B
86. Physical disorders make the person experience problems in fine and gross motor skills
(A) true
(B) false
ANSWER: A
87. One major characteristic of epileptic during major crisis is……………
(A) sudden jerking motion during crisis delays in gross motor skills
(B) delays in gross motor skills
(C) delays in fine motor skills
(D) voluntary seizure during routine activities
ANSWER: A
88. Which of the following is not a cause of physical disorders?
(A) Poliomyelitis
(B) accidents
(C) onchocerciasis
(D) genetic influences
ANSWER: C
89. Which of the following is not an adaptation strategy for with physical disorders?
(A) the use of wheel chairs braces
(B)the use of elastic rubber bands and hand splints
(C)the use of crutches walkers
(D) the use of swivel chairs and leg splints
ANSWER: D
90. Individuals with health disorders can best be described as
(A) those with mental illness
(B) those with problems related to medication
(C) those with serious metabolic disorders
(D) those with respiratory disorders
ANSWER: B
91. Which of the following is not a health disorder?
(A) metabolic disorders
(B) cardiopulmonary conditions
(C) cystic fibrosis
(D) mental retardation
ANSWER: D
92. Why is it difficult to define behavioural disorders?
(A) Because they affect all people
(B) Because what is appropriate or inappropriate is relative
(C) Because teachers have difficulties instructing them
(D) Because children manifest complex behaviours
ANSWER: B
93. The criteria for defining behavioural disorders include all except
(A) extension
(B) duration
(C) frequency
(D) topography
ANSWER: A
94. Which of the following is not an example of behavioural disorder?
(A) conduct disorder
(B) socialized aggression
(C) temperament
(D) immaturity
ANSWER: C
95. Two examples of conduct disorders are
(A) Bossy and disrespect
(B) rule violation and statement of worry
(C) substance abuse and distractive
(D) unhappiness and shyness
ANSWER: A
96. Twins study has been used to confirm the influence of genetic/biological factors on behavioural disorders
(A) True
(B) False
ANSWER: A
97. Which of these is not a mode for managing behavioral disorders?
(A) Psychobiology
(B) Humanistic
(C) Psychodynamic
(D) Behavioral
ANSWER: A
98. Communication disorders can best be explained as:
(A) Defects in speech and language
(B) defects in speech and voice disorders
(C) Defects in voice disorders and articulation
(D) defects in phonology and syntax
ANSWER: A
99. The two main types of communication disorders are:
(A) Speech and fluency disorders
(B) speech and phonology disorders
(C) speech and morphology disorders
(D) speech and language disorders
ANSWER: D
100. Language disorders are classified as
(A) Expressive and impressive
(B) expressive and repressive
(C) expressive and receptive
(D) Expressive and dynamism
ANSWER: C
101. Individuals with communication disorders tend to mix up more with peers
(A) True
(B) False
ANSWER: B
102. Only teachers do assessment
(A) True
(B) False
ANSWER: B
103. There is only one comprehensive definition for assessment
(A) True
(B) False
ANSWER: B
104. Any good definition of assessment should include “process” and “product”
(A) True
(B) False
ANSWER: A
105. Assessment is concerned with the collection of educationally relevant information
(A) True
(B) False
ANSWER: A
106. Special education can be effective if there is assessment
(A) True
(C) False
ANSWER: A
107. Assessment can be efficient if it is done once
(A) True
(B) False
ANSWER: B
108. A team of experts should do assessment
(A) True
(B) False
ANSWER: A
109. Assessment should be done using on tool (technique)
(A) True
(B) False
ANSWER: B
110. Information needed for decision on eligibility should include the nature of the child’s needs
(A) True
(B) False
ANSWER: A
111. Assessment should end with the termination of problem
(A) True
(B) False
ANSWER: A
112. What is screening?
(A) The process of assisting children to learn
(B) The process of finding out if a child has a problem
(C) The process of asking for thorough evaluation
(D) The process of referring children to professionals
ANSWER: B
113. The most effective way of screening is involving
(A) A large number of children
(B) A large number of parents
(C) A large number of medical professionals
(D) A large number of teachers
ANSWER: A
114. Screening can be done by all except
(A) Teachers
(B) Parents
(C) Nurses
(D) Accountants
ANSWER: D
115. Which of the following is not an instrument for screening?
(A) Monitoring
(B) testing
(C) interviewing
(D) observation
ANSWER: C
SECTION V (SUBJECTIVE A)
ANSWER ANY TWO QUESTIONS BRIEFLY
1.a State any five factors that influence the learning processes of children with mental retardation.
ANSWER:
1. Severity of the condition: The severity of the mental retardation can affect the child's ability to learn and process information. Children with more severe intellectual disabilities may need more support and specialized instruction to learn.
2. Environmental factors: Environmental factors, such as the quality of education, the support of family members and caregivers, and the availability of resources, can also affect the learning processes of children with mental retardation.
3. Emotional factors: Emotional factors, such as anxiety, depression, and low self-esteem, can impact the learning processes of children with mental retardation. It is important to provide a supportive and nurturing environment to promote emotional well-being.
4. Teaching methods: The teaching methods used to instruct children with mental retardation can have a significant impact on their learning. Tailoring instruction to the child's specific needs and learning style can help improve their ability to learn and retain information.
5. Co-occurring conditions: Children with mental retardation may also have other co-occurring conditions, such as attention-deficit/hyperactivity disorder (ADHD) or autism spectrum disorder (ASD), which can affect their learning processes. Identifying and addressing these conditions can help improve learning outcomes.
1.b What strategies would you as a teacher adopt in catering for any three of the factors you have stated above in your teaching and learning processes?
ANSWER:
As a teacher, there are several strategies that can be adopted to cater for the learning needs of children with mental retardation. Below are some strategies that can address the factors mentioned earlier:
1. Environmental factors:
- Create a supportive and inclusive learning environment that promotes the child's self-esteem and encourages participation.
- Provide adequate resources, such as adapted materials, assistive technology, and physical modifications to the classroom, to facilitate learning.
2. Emotional factors:
- Build positive relationships with the child and establish a warm and nurturing classroom environment.
- Use positive reinforcement and praise to encourage and motivate the child.
- Incorporate social-emotional learning into the curriculum to develop the child's emotional skills.
3. Teaching methods:
- Use multi-sensory teaching methods that engage the child's visual, auditory, and tactile senses.
- Use task analysis to break down complex tasks into smaller, more manageable steps.
- Provide explicit and structured instruction that uses repetition, reinforcement, and positive feedback to promote learning.
Examples of specific strategies for each factor include:
1. Environmental factors:
- Provide a quiet and distraction-free workspace for the child to work in.
- Adapt learning materials to meet the child's specific needs, such as providing large-print materials or using assistive technology.
- Create a schedule or routine that provides structure and predictability for the child.
2. Emotional factors:
- Use praise and positive reinforcement to encourage the child's progress and boost their self-esteem.
- Provide opportunities for the child to engage in social activities and develop positive relationships with peers.
- Address any behavior issues through positive behavior support plans or other behavior management techniques.
3. Teaching methods:
- Use visual aids, such as pictures or diagrams, to support the child's understanding of concepts.
- Provide opportunities for hands-on learning and exploration.
- Use peer tutoring or small-group instruction to provide additional support and facilitate learning.
2. a. What five symptoms would suggest to you that a child in your classroom is experiencing hearing impairment?
ANSWER:
1. The child frequently asks for instructions to be repeated or says "what?" or "huh?" when spoken to.
2. The child struggles to follow conversations or discussions in a group setting.
3. The child may have delayed language development, difficulty articulating words or speaking clearly, or make frequent speech errors.
4. The child may seem easily distracted or inattentive in the classroom, or have difficulty following directions or completing assignments.
5. The child may turn up the volume on the TV or electronic devices excessively, or sit closer to the TV or speaker than others.
2.b How would you as a teacher address any three the symptoms you have stated above in your teaching and learning?
ANSWER:
1. Use Assistive Technology: The use of hearing aids or cochlear implants can help students with hearing impairment to hear sounds better. Teachers can work with the school administration and parents to ensure that students have access to these technologies and that they are well maintained. The teacher should also be trained on how to use them effectively in the classroom setting.
2. Create a Supportive Learning Environment: The teacher can modify the classroom environment to make it more conducive to learning for students with hearing impairment. This can be done by minimizing background noise, reducing echo, facing the students when speaking, and ensuring good lighting. The use of visual aids such as written instructions, diagrams, and pictures can also help students with hearing impairment to better understand lessons.
3. Encourage Peer Support: Peers can provide valuable support to students with hearing impairment by acting as a note-taker, repeating instructions or questions, and helping to clarify important points. Teachers can encourage peer support by pairing students with hearing impairment with supportive classmates or by incorporating group work activities into the lesson plan.
Overall, the key to addressing symptoms of hearing impairment in the classroom is to create an inclusive learning environment that accommodates the unique needs of students with hearing impairment.
3.a State any five factors to-be considered in determining a child's behaviour as disordered in classroom?
ANSWER:
1. Frequency and intensity: How often does the behavior occur, and how severe is it?
2. Developmental appropriateness: Is the behavior typical for a child of this age and developmental level?
3. Context: Does the behavior occur in specific situations or with specific people, or is it pervasive across settings?
4. Duration: How long does the behavior last when it occurs?
5. Impact on functioning: Does the behavior interfere with the child's ability to learn or socialize, or pose a risk to themselves or others?
3.b What three strategies can the teacher adopt in managing children's behaviour disorders during teaching and learning?
ANSWER:
1. Positive behavior support: Positive behavior support is a proactive approach to behavior management that focuses on preventing challenging behaviors before they occur. This strategy involves creating a positive and supportive classroom environment, teaching social-emotional skills, and using positive reinforcement to promote desired behaviors. The teacher can establish clear expectations and rules for behavior and reinforce positive behaviors through verbal praise, rewards, and other forms of positive reinforcement.
2. Individualized instruction: Students with behavior disorders may have different learning needs and styles that require individualized instruction. Teachers can use differentiated instruction to tailor instruction to the child's specific needs, interests, and abilities. This may involve modifying assignments, providing extra support, or using assistive technology to support learning.
3. Collaborative problem-solving: Collaborative problem-solving is a strategy that involves working with the student, their family, and other professionals to identify the underlying causes of challenging behaviors and develop strategies to address them. This approach involves active listening, empathy, and flexibility in adapting to the child's unique needs. Teachers can work with the student and their support team to develop behavior plans that outline specific strategies for managing challenging behaviors in the classroom.
Other strategies that may be helpful in managing behavior disorders include promoting self-regulation and emotional regulation skills, providing opportunities for physical activity and movement breaks, and using positive language and tone to reinforce positive behaviors. It is important for teachers to have a positive and supportive attitude towards their students with behavior disorders and to communicate regularly with parents and support professionals to ensure consistency in behavior management strategies
4.a Identify and state any five teacher behaviours that are likely to create behaviour problems for students in the Senior High Schools in Ghana.
ANSWER:
1. Inconsistent disciplinary actions: When a teacher is inconsistent in applying disciplinary measures, students may become confused and may not take the teacher's authority seriously. This can result in behaviour problems in the classroom.
2. Unreasonable expectations: When teachers have unrealistic expectations of their students, it can lead to frustration and stress for the students. This may lead to acting out behaviour in the classroom.
3. Negative attitude: Teachers who have a negative attitude towards their students, or who consistently speak negatively about their students, can create a hostile and unsupportive learning environment. This can lead to behaviour problems among students.
4. Over-reliance on punishment: When a teacher focuses too much on punishment, it can create a punitive and oppressive atmosphere in the classroom. This can lead to students becoming resistant or defiant.
5. Lack of engagement: Teachers who do not actively engage with their students, or who do not create opportunities for active participation in learning, can lead to boredom and disengagement among students. This can lead to students becoming disruptive or withdrawn in the classroom.
4.b Explain any three strategies you need to put in place for controlling the behaviour problems.
ANSWER:
1. Consistent and clear expectations: Teachers should establish clear expectations for behavior in the classroom and consistently enforce them. This can be achieved through a set of classroom rules, which should be communicated clearly to students and posted in the classroom. When students violate the rules, the teacher should respond consistently and fairly, using a predetermined set of consequences for each infraction.
2. Positive reinforcement: Positive reinforcement involves rewarding good behavior to encourage students to continue exhibiting that behavior. Teachers can use various forms of positive reinforcement, such as verbal praise, stickers, or tangible rewards like prizes or extra free time. By rewarding good behavior, teachers can create a positive classroom environment that encourages students to behave appropriately.
3. Active engagement: Keeping students engaged and interested in the learning process can prevent behavior problems from arising in the first place. Teachers should use a variety of instructional strategies to keep students engaged and motivated, such as hands-on activities, group work, and technology-based learning. By keeping students actively engaged in the learning process, teachers can reduce boredom and frustration, which can lead to disruptive behavior.
5.a State any five benefits of inclusive education to a child with a disability.
ANSWER:
1. Improved social skills: Inclusive education provides opportunities for children with disabilities to interact and build relationships with their peers without disabilities. This can help to improve their social skills, increase their self-confidence and self-esteem, and reduce social isolation.
2. Enhanced academic achievement: Inclusive education provides children with disabilities access to high-quality education and instruction, which can help to enhance their academic achievement. Children with disabilities who are included in general education classrooms have been found to achieve better academic outcomes than those who are in segregated classrooms.
3. Increased independence: Inclusive education can help children with disabilities to develop the skills they need to become more independent. By participating in the same activities as their peers without disabilities, they can learn new skills and gain confidence in their abilities.
7. Improved attitudes towards diversity: Inclusive education can help to promote positive attitudes towards diversity and disability. By interacting with children with disabilities, their peers without disabilities can learn to value diversity and develop empathy and understanding towards those who are different from themselves.
8. Greater opportunities for employment and community participation: Inclusive education can help children with disabilities to acquire the skills and knowledge they need to participate in the workforce and in their communities. This can help to increase their opportunities for employment and community participation and enhance their overall quality of life.
5.b What three strategies would you adopt as a teacher to ensure that a child with disability in your classroom benefit adequately from your teaching.
ANSWER:
1. Differentiated instruction: I would use differentiated instruction to ensure that all students, including those with disabilities, are able to access the curriculum at their own level. This could involve using different teaching methods, materials, or assessments to accommodate the diverse needs of students.
2. Assistive technology: I would incorporate the use of assistive technology in my teaching to support students with disabilities. This could include the use of text-to-speech software, screen readers, or other tools that can help students with visual or hearing impairments, learning disabilities, or physical disabilities.
3. Collaboration with other professionals: I would collaborate with other professionals, such as special education teachers, speech therapists, or occupational therapists, to ensure that students with disabilities receive the support they need. This could involve developing individualized education plans (IEPs) or working together to modify curriculum or assessments to meet the needs of individual students.
SECTION VI (SUBJECTIVE B)
ANSWER ONLY ONE QUESTION
1. a, List any five symptoms that the classroom teacher can depend on to suggest that a child experiencing hearing impairment in the classroom.
ANSWER:
1. Inattentiveness or lack of response to sounds or instructions.
2. Difficulty following classroom discussions or lectures.
3. Speaking loudly or inappropriately.
4. Inappropriate responses to questions or comments.
5. Constantly asking for repetition or clarification of what was said.
NOTE:
It is important to note that these symptoms may not always be present, and it is important to work with a qualified professional to assess and diagnose any hearing impairments
b. Briefly explain how as a teacher you would address and any three of the identified symptoms in your teaching and learning process in the classroom.
ANSWER:
To address the symptoms of hearing impairment in the classroom, a teacher can adopt the following strategies:
1. Use visual aids: Since children with hearing impairment may rely more on visual cues than auditory ones, using visual aids such as pictures, videos, and diagrams can be beneficial. These aids can help the child better understand concepts being taught.
2. Seat the child appropriately: The child should be seated in a location where they can clearly see and hear the teacher. The teacher should also make sure to face the child when speaking so that they can read the teacher's lips.
3. Repeat and clarify: The teacher should speak clearly and slowly, and repeat important information when necessary. It can also be helpful to paraphrase or rephrase information to ensure that the child has understood.
4. Use assistive technology: The teacher can make use of assistive technology such as hearing aids or FM systems to enhance the child's ability to hear and participate in classroom discussions.
5. Provide opportunities for one-on-one interaction: The teacher can make time to interact one-on-one with the child to ensure that they have understood the information being taught. This can also help to build a stronger relationship between the teacher and the child.
2. a. What five behavioural symptoms would a child demonstrate to suggest to you that he she is experiencing visual problem in the classroom?
ANSWER:
1. Squinting or blinking excessively while reading or looking at the board.
2. Sitting too close to the board or holding books very close to their face.
3. Difficulty in recognizing letters or numbers or in distinguishing between similar letters (such as b and d).
4. Rubbing their eyes frequently or complaining of headaches or eye strain.
5. Difficulty in copying from the board or a book, or in following along with the rest of the class during activities such as reading aloud.
NOTE:
It is important to note that these symptoms do not necessarily indicate that a child has a visual problem, but they may be a cause for concern and may warrant further investigation or evaluation by a medical professional.
b, Briefly explain how your knowledge about children with visual impairment would help to effectively manage any three of the behavioural symptoms you have identified above
ANSWER:
As a teacher, my knowledge about children with visual impairment can help me to effectively manage the following behavioral symptoms:
1. Squinting: A child with a visual impairment may squint or move closer to the board to see what is written. To manage this, I can ensure that the child is seated in the front row of the classroom or provide them with a magnifying glass to help them see the board better.
2. Difficulty following instructions: A child with visual impairment may have difficulty following instructions that are written on the board or in a handout. I can manage this by providing verbal instructions, repeating instructions, and using tactile cues such as tapping the child's desk to get their attention.
3. Inattention: A child with visual impairment may appear to be inattentive or disengaged in class. To manage this, I can make sure that the child is seated in a well-lit area of the classroom, provide them with larger print materials, and encourage them to ask questions if they don't understand something. Additionally, I can use multi-sensory teaching techniques that engage the child's other senses, such as touch and sound, to make learning more engaging and accessible.
3. a, State any five advantages of the practice of inclusive education in Ghana for children disabilities.
ANSWER:
1. Improved academic performance: Inclusive education provides children with disabilities the opportunity to learn and participate alongside their peers without disabilities. This creates an environment that fosters learning and leads to improved academic performance.
2. Socialization: Inclusive education promotes socialization and helps children with disabilities develop social skills. They learn to interact with their peers, form friendships, and develop a sense of belonging.
3. Improved self-esteem: Children with disabilities who are included in mainstream education have higher self-esteem and a more positive self-image. They feel valued, accepted, and supported by their peers and teachers.
4. Diversity and tolerance: Inclusive education exposes children to diversity and promotes tolerance and understanding of differences. Children learn to appreciate and celebrate differences, which helps to reduce discrimination and prejudice.
5. Preparation for adult life: Inclusive education helps children with disabilities to acquire skills that will be useful in adulthood, including social skills, communication skills, and vocational skills. This prepares them for independent living, employment, and other life activities.
b, Discuss any three things that teachers need to do to ensure the smooth implementation c inclusive education in Ghana.
ANSWER:
1. Receive Adequate Training and Professional Development: Teachers need adequate training and professional development to equip them with the necessary skills and knowledge to cater to the diverse learning needs of children with disabilities. They should be trained on inclusive teaching practices, differentiated instruction, and assistive technology. Professional development should also be ongoing to ensure that teachers stay up to date with the latest research and best practices.
2. Adopt Inclusive Teaching Strategies: Teachers need to adopt inclusive teaching strategies that accommodate the needs of all learners in their classrooms. This involves creating a positive classroom environment that encourages participation and engagement by all students, including those with disabilities. They should use instructional materials that are accessible to all students, such as Braille, large print, audio recordings, or sign language interpreters. Teachers should also adapt their teaching methods to suit the learning styles and abilities of all students.
3. Foster Collaborative Relationships: Collaboration is crucial for successful inclusive education. Teachers need to foster collaborative relationships with other teachers, parents, and support professionals to ensure that students with disabilities receive the necessary support and services. They should work together to develop individualized education plans (IEPs) for students with disabilities that outline their unique learning needs and goals. Teachers should also communicate regularly with parents to keep them informed of their child's progress and to solicit their input and feedback.
SECTION VII (OBJECTIVE C)
SECTION 'B' ANSWER ONLY ONE QUESTION
1. State and explain any five (5) factors that you need to consider when teaching children with intellectual disabilities in the classroom.
ANSWER:
1. Individualized instruction: Children with intellectual disabilities may require an individualized approach to instruction. Teachers need to consider the unique learning needs and styles of each student and adapt their teaching methods to accommodate these needs. This can involve using a range of teaching techniques, such as visual aids, hands-on activities, and repetition, to reinforce learning.
2. Accommodations and modifications: Teachers need to consider making accommodations and modifications to the curriculum to ensure that students with intellectual disabilities can access and engage with the material. This may involve simplifying the language used in textbooks and handouts, breaking down complex concepts into more manageable parts, and providing additional support and guidance during class.
3. Positive reinforcement: Children with intellectual disabilities may struggle with motivation and self-esteem. Teachers need to provide positive reinforcement and encouragement to build their confidence and help them achieve success. This can involve praising good work, providing constructive feedback, and creating a positive and supportive classroom environment.
4. Social skills development: Children with intellectual disabilities may struggle with social skills and interpersonal relationships. Teachers need to work with students to develop these skills and provide opportunities for them to practice and refine their communication, collaboration, and problem-solving skills. This can involve structured social activities, such as group projects, peer mentoring, and role-playing exercises.
5. 5. Collaboration with parents and support services: Teachers need to work closely with parents and support services to ensure that students with intellectual disabilities are receiving the appropriate level of support and resources both inside and outside of the classroom. This can involve collaborating with parents to develop individualized education plans (IEPs) and working with support services, such as speech therapists and occupational therapists, to provide additional support and guidance.
2. State and explain any five (5) factors that affect the way children see in the classroom.
ANSWER:
1. Lighting: Proper lighting is crucial for enhancing visibility in the classroom and reducing the risk of visual problems. Poor lighting can lead to eye strain, fatigue, and difficulty in seeing. Teachers should ensure that classrooms have adequate lighting to avoid visual discomfort.
2. Distance from the board: The distance between the student and the board can affect how well they see. Students sitting too far away from the board may have difficulty seeing small prints, while those sitting too close may experience eye strain. Teachers should ensure that students sit at an appropriate distance from the board to avoid visual discomfort.
3. Visual acuity: Visual acuity refers to the sharpness of vision. Children with poor visual acuity may have difficulty seeing things clearly, leading to reading problems, headaches, and eye strain. Teachers need to identify children with poor visual acuity and refer them to an optometrist.
4. Eye health: Children with eye infections or conditions such as conjunctivitis, cataracts, or glaucoma may experience blurry vision or sensitivity to light, leading to difficulty in seeing in the classroom. Teachers need to be aware of the signs of eye problems and refer affected children for medical attention.
5. Visual distractions: Visual distractions such as clutter, bright colours, and patterns can cause distractions for children with visual impairments. Teachers should minimize visual distractions in the classroom to help children focus on the task at hand.
3. State and explain any five (5) strategies you would adopt when teaching children with hearing impairment the classroom.
ANSWER:
1. Use Visual Aids: Teachers should use visual aids like charts, diagrams, and pictures, which can help students understand the concepts being taught even if they cannot hear well. This strategy can help to bridge the communication gap and enhance learning.
2. Face the Students: When communicating with children with hearing impairments, it is essential to face them directly. This approach enables them to see your facial expressions, gestures, and lip movements, which can help them understand what you are saying.
3. Use Simple Language: Teachers should avoid using complex language and jargon when teaching children with hearing impairments. Using simple and straightforward language makes it easier for them to follow and understand what is being taught.
4. Encourage Peer Interaction: Peer interaction can be a valuable learning tool for children with hearing impairments. Teachers should encourage group work and peer interaction to help them develop their communication skills and social skills.
5. 5. Provide Assistive Devices: Teachers can provide assistive devices like hearing aids, FM systems, and amplifiers, which can help children with hearing impairments hear better in the classroom. These devices can make it easier for them to follow the lesson and participate in class activities.
FILL IN THE GABS
10. Congenital deafness relates more to those who are....
ANSWER:
Congenital deafness refers to individuals who are born deaf or who acquire deafness before developing language
11. Good eye contact must be maintained when teaching children with.
ANSWER:
hearing impairment.
12. Writing on the chalkboard and at the same time talking can affect the learning of.......
ANSWER:
Writing on the chalkboard and at the same time talking can affect the learning of students with hearing impairment or deafness. They may miss important information conveyed through spoken language while focusing on trying to read what is written on the board. It is important to ensure that information is presented both orally and visually, and to allow time for students to process the information.
13. A child who has a limited hearing loss is referred to as..
ANSWER:
A child who has a limited hearing loss is referred to as having a mild hearing loss.
14. Conductive hearing loss occurs when there is............ to the conducting of sound waves to the inner ear.
ANSWER:
Conductive hearing loss occurs when there is a blockage or obstruction that hinders the conduction of sound waves from the outer ear to the middle ear and inner ear. This can be caused by a variety of factors, including earwax buildup, fluid accumulation in the middle ear, damage to the eardrum, or abnormalities in the bones of the middle ear.
TRUE OR FALSE
15. Children described as exceptional do not include those with gifted abilities (True/False)
ANSWER:
False. Children described as exceptional can include those with gifted abilities. The term "exceptional" refers to children who deviate from the norm, which can include both those with exceptional abilities (e.g. giftedness) and those with exceptional needs (e.g. disabilities)
16. The concept "handicap" borders on environmental challenges and or disability (True/False)
ANSWER:
True. The concept of handicap refers to the challenges or limitations that a person with a disability experiences due to environmental barriers or societal attitudes, in addition to the disability itself
17. The concept of special needs is commonly used to define what a child cannot do (True/False)
ANSWER:
False. The concept of special needs is not solely used to define what a child cannot do. It also refers to the specific needs and requirements that a child may have in order to reach their full potential and participate fully in educational and social activities. It takes into account the individual strengths, weaknesses, and learning styles of the child and provides the necessary support and accommodations to meet their needs.
18. Inflamed or watery eyes are behavioural symptoms of visual impairment (True/False)
ANSWER:
False. Inflamed or watery eyes are physical symptoms of visual impairment, not behavioral. Behavioral symptoms may include squinting, rubbing the eyes, or difficulty reading or focusing on visual tasks.
19. All children with visual impairment live in complete darkness (True/False)
ANSWER:
False. Not all children with visual impairment live in complete darkness. In fact, the majority of children with visual impairment have some residual vision, which can vary in degree from mild to severe.
20. Neurological impairment often limits muscular control and movements of affected children (True or False)
ANSWER:
True.
21. Cerebral palsy can be treated but not cured (True or False)
ANSWER:
True. While there is no cure for cerebral palsy, there are treatments and therapies available that can help manage symptoms and improve quality of life for individuals with the condition. These can include physical therapy, medication, surgery, assistive devices, and other interventions.
22. Children with autism prefer interacting with people than objects (True or False)
ANSWER:
False. Children with autism often display a preference for objects over people and may engage in repetitive behaviors involving objects or specific interests. However, this can vary from individual to individual and some children with autism may enjoy social interaction.
23. Only children with disabilities can benefit from inclusive education (True or False)
ANSWER:
False. Inclusive education benefits not only children with disabilities but also those without disabilities. It promotes diversity, empathy, and acceptance of differences, which are crucial in creating an inclusive and supportive learning environment for all students.
24. Talented children are those who identify problems and come up with ideas and solutions (True or False)
ANSWER:
False. While identifying problems and coming up with solutions can be a characteristic of talented children, talent refers to a wide range of exceptional abilities or aptitudes in various areas such as academics, sports, music, art, and more.
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