disadvantaged-learners MCQ — 70 अभ्यास प्रश्न उत्तर सहित

70 disadvantaged-learners बहुविकल्पीय प्रश्नों का अभ्यास करें, विस्तृत उत्तर और व्याख्या सहित। RAS/RPSC परीक्षा की तैयारी के लिए आदर्श।

70 प्रश्न child-development-pedagogy

Q1. Match the barrier with the most suitable classroom support. Column A: P. No quiet place for long homework. Q. Unfamiliar formal term. R. Missed opening instruction because of a late arrival. S. Fear of asking for help publicly. Column B: 1. Short guided practice time at school. 2. Link familiar words to the textbook term. 3. Quick entry note with the first step. 4. Private question card or pair check. Which match is correct?

A P-2, Q-1, R-4, S-3

B P-1, Q-3, R-2, S-4

C P-1, Q-2, R-3, S-4 Correct

D P-4, Q-2, R-3, S-1

Explanation

Option C is correct because each support directly addresses the specific barrier without lowering the learning goal. The wrong matches confuse access to time, vocabulary, missed instructions and emotional safety.

Q2. Consider these statements about support for disadvantaged learners. I. The class concept goal may remain common while support routes differ. II. A support plan should be based on observed barriers, not background labels alone. III. If a learner needs hints, the concept should not be assessed. Which statements are correct?

A I only

B II and III only

C I and II only Correct

D I, II and III

Explanation

Option C is correct. Statements I and II reflect inclusive support: keep the concept goal meaningful and diagnose barriers. Statement III is wrong because assessment can still check the same concept with appropriate support.

Q3. Arrange the teacher actions in the most appropriate sequence for planning support for a disadvantaged learner. I. Observe the specific barrier during the task. II. Provide a focused support such as cues, material or modeling. III. Check whether the learner can use the concept with less help. IV. Avoid making a public label from the learner's background.

A IV, I, II, III Correct

B I, IV, III, II

C II, I, IV, III

D III, II, I, IV

Explanation

Option A is correct. The teacher first avoids public labeling, then observes the barrier, gives focused support and finally checks whether help can be reduced. The other sequences either support too early or assess too early.

Q4. Match the learner need with the best classroom support. Needs: I. Alternative way to show understanding. II. Long task needs smaller steps. III. Limited access to learning material. IV. Ready learner needs more challenge. Supports: 1. Alternate response mode. 2. Stepwise checklist. 3. Shared accessible material. 4. Extension task on the same goal.

A I-2, II-3, III-4, IV-1

B I-4, II-1, III-2, IV-3

C I-3, II-1, III-4, IV-2

D I-1, II-2, III-3, IV-4 Correct

Explanation

Option D is correct because each learner need is matched with a support that reduces the exact barrier without changing the shared goal. That is the practical inclusive response.

Q5. A teacher wants to know why a disadvantaged learner avoids written answers even after understanding the discussion. Which question best includes the learner's voice?

A Why are you still not writing when others can write?

B Which part of writing the answer is difficult for you: starting, choosing words or organizing points? Correct

C Should I give you marks only for oral work from now on?

D Do you agree that writing is not your strong area?

Explanation

Option B is correct because it asks about a specific barrier in a respectful way and helps plan support. Options A and D can label or shame the learner, and option C changes assessment before diagnosis.

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Q6. Assertion: A teacher should first ask what blocked participation before judging a learner's background. Reason: A learner's background alone tells the whole cause of every classroom difficulty. Which option is correct?

A Both Assertion and Reason are true, and Reason explains Assertion.

B Assertion is true, but Reason is false.

C Assertion is false, but Reason is true.

D Both Assertion and Reason are false.

Q7. A learner participates better after the teacher gives a model, simple instructions and a short practice round. What does this show?

A In-class scaffolding can help when home support is limited.

B The learner should no longer be asked to do independent work.

C The class objective should be changed for everyone.

D The learner is unable to understand unless a parent teaches the topic.

Q8. Consider these statements about assessing disadvantaged learners. I. Evidence of understanding may come from oral explanation, written work or a drawn representation. II. The teacher should check whether the same concept is understood. III. A learner's need for support means the concept should not be assessed. Which statements are correct?

A I and II only

B I and III only

C II and III only

D III only

Q9. A Class VII teacher asks learners to prepare a poster from materials available at home. A deprived learner uses plain paper and pencil but presents a clear and accurate idea. How should the teacher respond?

A Give full credit only because the learner is deprived, without checking the concept.

B Reduce marks because the poster did not use colourful or costly material.

C Ignore the idea and ask the learner to repeat the task only after getting better material.

D Assess the idea against the learning goal and plan shared material access for future tasks.

Q10. Assertion: A learner who needs additional access support must be given a different learning objective from the rest of the class. Reason: Limited access can hide the learner's real understanding. Which option is correct?

A Both the assertion and the reason are true, and the reason explains the assertion.

B Both the assertion and the reason are true, but the reason does not explain the assertion.

C The assertion is false, but the reason is true.

D The assertion is true, but the reason is false.

Q11. Which idea best reflects equity for disadvantaged learners?

A Give the same learning goal, but adjust support to the learner's need.

B Give every learner exactly the same support in the same way.

C Lower the class goal for learners from poor homes.

D Separate disadvantaged learners from the main lesson.

Q12. Which statement about classroom support for disadvantaged learners is incorrect?

A The teacher should keep expectations high and provide scaffolding.

B The safest method is to give only very easy tasks so the learner never struggles.

C The teacher should notice whether the problem is access, language or attendance.

D The teacher should preserve dignity while giving extra help.

Q13. A teacher notices that some disadvantaged learners understand a map activity only after the key words are explained first. What should the teacher plan next time?

A Pre-teach essential vocabulary and then include them in the map activity.

B Give only memory questions to those learners.

C Skip map activities for those learners.

D Ask faster learners to complete the map while others watch.

Q14. Which teacher action is NOT suitable when supporting a disadvantaged learner?

A Give a hint after the learner tries the first step.

B Use a short model and then let the learner practice.

C Complete the whole task for the learner so the answer stays neat.

D Check whether the learner can repeat the idea independently.

Q15. Arrange the teacher actions in the best order for supporting a disadvantaged learner.

A Give marks first, then ask why the learner struggled, then observe the barrier.

B Separate the learner, reduce the objective, then end the support.

C Teach the whole lesson again without checking the barrier, then assume the gap is closed.

D Observe the barrier, plan a support step, use it in class, and review the result.

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