MCQ
Disadvantaged and Deprived Learners MCQ - Practice Questions with Answers
Solve 9 Disadvantaged and Deprived Learners questions for RAS/RPSC preparation.
Practice questions
Q1Identify the correct teacher response when a Class IV girl from a poor household stops attending school regularly because she cares for her younger sibling at home.
The correct teacher response combines structural support and academic catch-up. Visiting the family acknowledges the caregiving load, linking to anganwadi or crèche services frees the girl from the burden, and short recess catch-up sessions help her stay academically on track. Treating absences as a private family choice, labelling her a slow learner, or sending warning slips alone fails the inclusive duty of the teacher under RTE and NCF 2005.
Q2Match the cause of educational disadvantage in List I with the most direct classroom impact in List II for primary learners. List I: (1) Chronic malnutrition (2) Home language different from school medium (3) Daily wage work burden (4) Caste-based discrimination List II: (a) Reduced classroom attention span and fatigue (b) Difficulty understanding textbook vocabulary (c) Frequent absenteeism in harvest weeks (d) Withdrawal from peer group and silence in class Choose the correct match:
Malnutrition lowers attention and produces fatigue; a home-school language gap shows as vocabulary trouble in textbooks; wage work burden produces absenteeism in seasonal weeks; caste-based discrimination causes social withdrawal and classroom silence. The pairing 1-a, 2-b, 3-c, 4-d follows direct cause-to-classroom-symptom mapping that primary teachers are expected to recognise.
Q3Given below are an Assertion (A) and a Reason (R). Assertion (A): A primary teacher should accept a Class I learner's response in her home dialect during early literacy lessons. Reason (R): Initial acceptance of the home language reduces silence, builds confidence, and creates a bridge to school-language vocabulary. In the light of the statements, choose the most appropriate answer:
Both the assertion and the reason are true. In early literacy, accepting a Class I learner's response in her home dialect is appropriate because the child's home language is the first resource for meaning-making. Initial acceptance reduces silence and fear, builds confidence, and gives the teacher a bridge for gradually introducing school-language vocabulary and academic register. Therefore R correctly explains A.
Q4Consider the following statements about a first-generation learner in Class III. Statement 1: A first-generation learner is one whose parents or guardians have not received formal schooling. Statement 2: Such learners often need scaffolded reading practice and home-language support. Which of the following is true?
A first-generation learner is one whose family has had no prior formal schooling, so home literacy support is naturally limited. Such children gain most when teachers offer step-by-step reading practice and accept the home language while building school-language fluency. Both statements describe this reality, so both are true together.
Q5Which of the following is NOT consistent with an inclusive approach to disadvantaged learners in Classes I-V?
Inclusive practice protects dignity. Public labelling brings shame, lowers self-esteem, and can deepen social isolation. The other three actions are recommended: home-language bridging respects the child, parent engagement strengthens trust, and step-wise worksheet adaptation provides access to the same learning goal without lowering expectations.
You've seen 5 of 9 sample questions
Unlimited practice on Disadvantaged and Deprived Learners comes with the RAS Test Series + Practice pack or Gate Pass.
More questions
6In the year the Right of Children to Free and Compulsory Education Act came into force across India, which class range was made the protected period of free and compulsory elementary education?
7Under Section 12(1)(c) of the RTE Act 2009, what proportion of seats in unaided private schools must be reserved for children belonging to disadvantaged groups and weaker sections at the entry level?
8Arrange the following teacher actions in the most appropriate sequence when supporting a Class II migrant learner who has just joined mid-session. (i) Build a brief language and literacy profile through one-to-one observation. (ii) Pair the learner with a peer-buddy and provide step-wise classwork. (iii) Greet the family, record contact details, and check mid-day meal eligibility. (iv) Review progress every two weeks and adjust support based on evidence. Choose the correct order:
9Given below are two statements about the Mid-Day Meal Scheme as a support for disadvantaged primary learners. Statement 1: The hot cooked meal acts as a nutritional safety net that helps maintain attention and reduce classroom fatigue. Statement 2: The meal also creates a shared eating space that supports cross-caste social mixing among Classes I-V children. In the light of the statements, choose the most appropriate answer: