- 1. The heart of inclusion is ____
A) Education
B) Diversity
C) Language
- 2. _____ perspective will tend to look at disability as a personal defect or impairment that needs to be addressed
A) Biomedical
B) Social
- 3. Enchanced Basic Education Act of 2013
A) RA 9710
B) RA 10533
C) RA 10157
A) RA 8371
B) RA 9710
C) RA 9155
- 5. Kindergarten Education Act
A) RA 10157
B) RA 9344
C) RA 10665
- 6. Governance of Basic Education Act of 2001
A) RA 8371
B) RA 9155
C) RA 9344
- 7. Indigenous People’s Rights Act of 1997
A) RA 10533
B) RA 9344
C) RA 8371
- 8. Juvenile Justice and Welfare Act of 2006
A) RA 9344
B) RA 8371
C) RA 10665
- 9. the Domestic Workers Act of 2013
A) RA 10361
B) RA 7610
C) RA 7277
- 10. the Special Protection of Children Against Abuse, Exploitation, and Discrimination Act of 1992
A) RA 7610
B) RA 9442
C) RA 10157
- 11. Magna Carta for Disabled Persons
A) RA 10157 (1998)
B) RA 7277 (1992)
C) RA 10533 (1996)
- 12. 20% discount privileges to PWDs
A) RA 9442
B) RA 9115
C) RA 9710
- 13. otherwise known as Policy Guidelines on the K to 12 Basic Education Program.
A) DepEd order No. 45, series of 2019
B) DepEd order No. 21, series of 2019
C) DepEd order No. 24, series of 2019
- 14. It becomes a common standpoint of PWDs
A) UNESCO
B) Equal but seperate
C) Person with disabilities
- 15. Important framework to examine is Booth and Ainscow’s _____
A) inclusive education
B) Index for inclusion
C) SDG
- 16. Creating inclusive cultures
A) Dimension C
B) Dimension A
C) Dimension B
- 17. Evolving inclusive practices
A) Dimension B
B) Dimension C
C) Dimension A
- 18. Producing inclusive policies
A) Dimension A
B) Dimension B
C) Dimension C
A) Dimension C
B) Dimension B
C) Dimension A
- 20. Developing the school for all
A) Dimension D
B) Dimension B
C) Dimension C
- 21. Establishing inclusive values
A) Dimension A
B) Dimesion D
C) Dimension C
- 22. Orchestrating learning
A) Dimension B
B) Dimension A
C) Dimension C
- 23. defined as "a process of addressing and responding to the diversity of needs of all learners
A) Education
B) Inclusive
C) Inclusion
- 24. nations are enjoined to build and upgrade their education systems and facilities so that they become child-, disability-, and gender-sensitive
A) SDG 3
B) SDG 2
C) SDG 4
- 25. This perspective assumes a biomedical perspective wherein learners with special needs are perceived as deficient because they find it difficult to meet the standards set by their country's educational systems
A) "Inclusion in relation to all groups seen as being vulnerable to exclusion
B) "Inclusion as a response to disciplinary exclusion
C) "Inclusion as a concern with disabled learners and others categorized as 'having special educational needs
- 26. This definition is a reaction to schools' disciplinary practices where they exclude students from activities because of "inappropriate" behavior
A) “Inclusion as developing the school for all."
B) “Inclusion as a response to disciplinary exclusion
C) “Inclusion in relation to all groups seen as being vulnerable to exclusion”
- 27. This definition describes the development of a common school for all where educators are expected to respond to learner diversity and acknowledge individual differences
A) “Inclusion as 'Education for All”
B) “Inclusion as developing the school for all."
C) "Inclusion as a response to disciplinary exclusion”
- 28. For an inclusive setup to truly be successful, we must go beyond homeschool partnerships and aim for the active involvement of the entire community.
A) Collaborate and consult with the right people
B) Recognize the shift in roles of the teachers
C) Involve other sectors of society
- 29. True collaboration would guarantee an inclusive program that would cover as much areas as possible. It also ensures that all sectors are properly represented
A) Collaborate and consult with the right people
B) Recognize the shift in roles of the teachers
C) Involve other sectors of society
- 30. With the shift to inclusive education, the role of special education (SPED) teachers becomes more consultative rather than executive
A) Involve other sectors of society
B) Collaborate and consult with the right people
C) Recognize the shift in roles of the teachers
- 31. The exceptional children or the children and youth with special education needs are the most important persons in special educa- tion.
A) WHO
B) WHAT
C) HOW
- 32. Every exceptional child needs access to a differentiated and modified curricular program to enable him/her to learn the skills and competencies in the basic education curriculum
A) WHAT
B) HOW
C) WHO
- 33. Children with mental retardation are taught adaptive skills and basic academic content that are suitable to their mental ability.
A) WHAT
B) WHO
C) HOW
- 34. designed to keep potential or minor problems from becoming a disability
A) Preventive intervention
B) Secondary intervention
C) Primary prevention
- 35. designed to eliminate or counteract risk factors so that a disability is not acquired
A) Primary prevention
B) Tertiary prevention
C) Secondary intervention
- 36. aimed at reducing or eliminating the effects of existing risk factors
A) Secondary intervention
B) Tertiary prevention
C) Primary prevention
- 37. intended to minimize the impact of a specific condition or disability among those with disabili ties
A) Tertiary prevention
B) Secondary intervention
C) Primary prevention
- 38. refers to reduced function or loss of a specifi part of the body or organ
A) Sickness
B) PWD
C) Impairment or disability
- 39. blindness and deafness restrict the person's seeing and hearing
A) Handicap
B) sensory disabilities
C) At risk
- 40. refers to a problem a person with a disability or impairment encounters when interacting with people, events and the physical aspects of the environment.
A) RA 9177
B) At risk
C) Handicap
- 41. refers to children who have greater chances than other children to develop a disability
A) Blindness
B) Handicap
C) At risk
- 42. _____are those with cerebral palsy, Down syndrome, and other conditions that started during pregnancy
A) Biological risk
B) Established risk
- 43. ______are those who are born prematurely, underweight at birth, whose mother contracted diabetes or rubella during the first trimester of pregnancy, or who had bacterial infections like meningitis and HIV
A) Biological risk
B) Handicap
C) Established risk
- 44. results from extreme poverty, child abuse, absence of adequate shelter and medical care, parental substance abuse, limited opportunities for nurtunuce and social stimile
A) Established risk
B) Environmental risk
C) Social risk
- 45. _____refers to substantial limitations in present function- ing. It is characterized by significantly sub-average intellectual func- tioning
A) Giftedness and talent
B) Specific learning disabilitiy
C) Mental retardation
- 46. Mental retardation manifests before age of _____
A) 23
B) 18
C) 27
- 47. refers to high performance in intellectual, creative or artistic areas, unusual leadership capacity, and excellence in specific academic field (US Government)
A) Mental retardation
B) Giftedness and talent
C) Emotional and behavioral disorders
- 48. ______means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations.
A) Specific learning disability
B) Mental retardation
C) Handicap
- 49. is a generic term that includes hearing disabilities ranging from mild to profound, thus encompassing children who are deaf and those who are hard of hearing
A) Physical impairment
B) Hearing impairment
C) Severe weather
- 50. display a wide range of visual dis- abilities from total blindness to relatively good residual (remaining) vision
A) Hearing impairment
B) Physical impairment
C) Visual impairment
- 51. It center on how inclusion is practiced
A) Discriptive
B) Inclusion
C) Prescriptive
- 52. It refers to how inclusion is understood
A) Descriptive definition
B) Prescriptive definition
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