Republic of the Philippines

Negros Oriental State University

College of Teacher Education
BSNED 13

50 item test Questions

1. What is the heart of inclusion?

a. disabled students
b. UNESCO
c. Diversity

2. It pertains simply to students with disabilities being placed in general education setting,
where majority of those enrolled are typically developing.
a. Least Restrictive Environment
b. Inclusive Education
c. Mainstreaming
3. This means “people’s differences which may relate to their race, ethnicity, gender, sexual
orientation, language, culture, religion, mental and physical ability, class, and immigration
status according to UNESCO.
a. Diversity
b. Uniqueness
c. Distinction
4. What is the Acronym UNESCO stands for?
a. The United Nations Educational, Scientific, and Cultural Organization
b. The United Nations Education, Science, and Culture Organization
c. The United Nations Embodiment of Sciences, and Cultures Organization
5. Who develop the Diversity Wheel in 1990?
a. Howard Gardner
b. Loden
c. Rosener
6. The two developer and your answer in number 5 presented an idea. What will it lead to if
diversity is manage and viewed as asset?
a. productivity
b. success
c. safe environment
7. What is the objective of the Loden and Rosener’s representation of diversity?
a. able to provide a strong impetus for educators to look at their own settings and
a. Seriously examine how diversity can affect teaching and learning.
b. diversity if managed and viewed as asset can led to productivity.
c. generate discussions with others so that new points of view and higher level of
a. Understanding can emerge.

8. What does the IDEA greatly emphasize when working and during the IEP development?
a. Combining Approach
b. Shared Approach
c. Collaborative Approach
9. Why Inclusive Education come in place?
a. Inclusive education was born as a response to segregated learning environments,
where the students being excluded were mostly those with disabilities.
b. to give proper education to disabled person.
c. for disabled person to be welcomed by the society.

10. They are documented everywhere: in the bible, in cultural narratives, and in global and local
history.
a. Person with Disability
b. Special People
c. Normal People
11. This are type of people who will tend to look at disability as a personal defect or impairment
that needs to be addressed.
a. Biomedical perspective
b. Social Perspective
c. Physical perspective
12. This are type of people that will see disability more as a systematic societal problem, where
it is the sociological structures that “cause” a person’s disability.

Biomedical perspective
b. Social Perspective
c. Physical perspective

13. Who stated in 2005 that a key element in the shift to inclusion is to introduce
changes in the systematic and societal levels so that transformative initiatives
would be able to trickle down to the grassroots level?
 a. UNESCO
b. Ainscow, Booth and Dyson
c. Kesalahti and Vayrynen

14.There are two main categories for looking into inclusion. Which category
centers on how inclusion is practiced?

a. Prescriptive Definition
b. Descriptive Definition
c. Societal Definition

15.This is another type of category in inclusion which refer to how inclusion is

understood and how it is meant to be understood by others.

a. Prescriptive Definition
b. Descriptive Definition
c. Societal Definition

16.This is still in the categories for looking into inclusion. Which definition is
focus mainly on people?

a. Prescriptive Definition
b. Descriptive Definition
c. Societal Definition

17.This definition refers to broader developmental issues present in education

systems.

a. Prescriptive Definition
b. Descriptive Definition
c. Societal Definition

18.This definition is similar to social inclusion, where inclusion is considered as

a means for groups that are prone to marginalization.
 a. Inclusion as a concern with disabled learners and others categorized as
“having special educational needs.”
b. Inclusion as a response to disciplinary exclusion.
c. Inclusion in relation to all groups seen as being vulnerable to exclusion.

19.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 system.

a. Inclusion as a concern with disabled learners and others categorized as

“having special educational needs.”
b. Inclusion as a response to disciplinary exclusion.
c. Inclusion in relation to all groups seen as being vulnerable to exclusion.

20.This definition is a reaction to school’s disciplinary practice where they

exclude students from activities because of inappropriate behavior. Here,
inclusion involves looking for solutions to avoid such incidents.

a. Inclusion as a concern with disabled learners and others categorized as

“having special educational needs.”
b. Inclusion as a response to disciplinary exclusion.
c. Inclusion in relation to all groups seen as being vulnerable to exclusion.

21.This definition refers to societal change that has it’s roots on values that are
made explicit through actions.

a. Inclusion as developing the school for all.

b. Inclusion as Education for all.
c. Inclusion as principled approach to education and society.

22.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 developing the school for all.
b. Inclusion as Education for all.
c. Inclusion as principled approach to education and society.

23.This definition pertains to initiatives of countries to specifically adhere to

the “Education for All” movement, which started in 1990, right after the UN
Convention on the rights of the Child established the right of all children to
receive education without any form of discrimination.

a. Inclusion as developing the school for all.

b. Inclusion as Education for all.
c. Inclusion as principled approach to education and society.

24.Who are the center when building inclusive culture?

a. Stakeholder
b. People
c. Mayor

25.This dimension creates a secure, accepting, collaborating, stimulating

community, in which everyone is valued as the foundation for the highest
achievement of all.

a. Dimension A
b. Dimension B
c. Dimension C

26.This dimension develops school practices which reflect the inclusive

cultures and policies of the school.

a. Dimension A
 b. Dimension B
c. Dimension C

27.This dimension makes sure that inclusion permeates all school plans.

a. Dimension A
b. Dimension B
c. Dimension C

28. This refers to the overall design and layout of a given classroom or school. It is the
organization of space furniture, materials, and technological equipment.

a. Physical environment
b. Social Environment
c. Temporal Environment

29. This refers to the interplay among and between children, family members, teachers and
staff. A well-thought-of social environment encourages and develops positive
interactions between children and adults.

a. Physical environment
b. Social Environment
c. Temporal Environment
30. This refers to the schedule, sequence, and amount of time given to routines, transitions,
and activities that transpire in school throughout the school day.

a. Physical environment
b. Social Environment
c. Temporal Environment

31. This is an important component in teaching and learning. It documents the child’s
progress toward certain goals that are developmentally appropriate and goals that have
been set for him/him.

a. Assessment
b. Standard assessment
c. Ongoing Assessment
32. This alludes to an organized set of information pertaining to behaviors of children that
are demonstrated in the context of their daily living.
a. Assessment
b. Standard assessment
c. Authentic Assessment

33. This should serve the ideals of inclusive education. It is meant not only for students to
maximize access to learning opportunities, but also for learners’ individual differences.

a. Inclusive Assessment
b. Standard assessment
c. Authentic Assessment

34. Are everyday tasks that young children engage in so they can actively participate in life
activities, such as handwashing, bathing, dressing, brushing teeth, feeding and drinking.

a. Self-care Skills
b. Direct Teaching
c. Task Analysis

35. This is a process of breaking a skill down into smaller, more manageable components. It
begins with a target skill that we want a child to learn, identifying the prerequisite skills
needed.

a. Task Analysis
b. Self-care Skills
c. Direct Teaching

36. This is a form of chaining, a sequence that provides a step-by-step process.

a. Task Analysis
b. Self-care Skills
c. Direct Teaching
37. This is when a parent or teacher explicitly teaches specific skills using a scaffold
approach.

a. Direct instruction
b. Indirect Instruction
c. Explicit Approach

38. This involves the use of informal strategies that are responsive to ac child’s interest,
initiations, or attempts to communicate.

a. Naturalistic Instruction
b. Direct Instruction
c. Indirect Instruction

39. Is a program that uses tactile symbols and objects for communication.

a. Picture Exchange Communication System

b. Sign Language in Early Childhood
c. Braille

40. This has been used in special education for learners with disabilities, such as children
with hearing impairment, autism spectrum disorder, intellectual disabilities and
language disorders.

a. Picture Exchange Communication System

b. Sign Language in Early Childhood
c. Braille
41. This has been established as a critical to academic success and achievement because it
provides the foundation for later reading skills and comprehension.

a. Early Literacy Defined

b. Language- rich learning environment
c. Build Phonological awareness.
42. This is one of the practical strategies that engages children with concrete and
manipulative materials to develop their knowledge of letter names ad sounds, such as
ABC books, magnetic letters, alphabet blocks, and puzzles and charts.

a. Use alphabet activities

b. Support for emergent writing
c. Use Integrated content-focused activities

43. Work that deprives children of their childhood, their potential and their dignity, and that
is harmful to physical and mental development.
a. Child labor
b. Child deprivation
c. Child maltreatment

44. These are members of small, distinct cultural groups of people who have their own
culture, language, values, traditions and practices. They usually live away from urban
centers and lived differently from the mainstream community.
a. Indigenous people
b. City People
c. Special learners

45. What does CRC stands for?

a. Certified Rights of Children
b. Convention on the Rights of Child
c. Computer Resource Control

46. This is one of the most common types of abuse that occurs when a child suffers physical
harm committed by a parent or caregiver. It can be an isolated case has been occurring
over a period of time.

a. Physical Abuse
b. Emotional Abuse
c. Sexual Abuse
47. This type of abuse is a bit difficult to define and sometimes called psychological abuse.
This occurs when continued emotional mistreatment is experienced by a child.
 a. Physical Abuse
b. Emotional Abuse
c. Sexual Abuse

48. This kind of abuse occurs when any sexual encounter occurs between a child and an
older person. This happens as well when the parent or caregiver knows the occurrence
of this abuse and neglects to protect the child.

a. Physical Abuse
b. Emotional Abuse
c. Sexual Abuse

49. This is a common type of child abuse where the caregiver fails to provide the basic
needs, such as food, clothing, hygiene, and supervision.

a. Physical Abuse
b. Emotional Abuse
c. Neglect

50. This refers to the use of the children by gaining profit. Usually, this results in harsh
treatment that leads to the damage of the child’s health.

a. Exploitation
b. Emotional Abuse
c. Neglect