GROUP 1 QUIZ
Children
1. Sarah breezes through the
classwork in math, often finishing
assignments early. She gets
frustrated when the teacher spends a
lot of time explaining concepts she
already understands. How can the
teacher differentiate instruction to
keep Sarah engaged and challenged?
A. Have Sarah help tutor her
classmates who are struggling.
B. Allow Sarah to work on enrichment
activities related to math concepts.
C. Move Sarah to a higher-level math
class.
D. Both A and B✅
2. This are the students with
extraordinary abilities in various
academic areas.
a. Talented
b. Gifted✅
c. Special Child
d.
3. David is a talented artist who
excels in art class. However, he
struggles to focus and participate in
other subjects, finding them
uninspiring. How can the teacher
encourage David's artistic talent
while also motivating him to engage
in the broader curriculum?
A. Allow David to use his artistic skills
in other subjects, like creating
diagrams or illustrating science
concepts. ✅
B. Offer David extra credit
opportunities related to his artistic
talent in other subjects.
C. Let David skip classes he finds
uninspiring and focus solely on art.
D. Ignore David's artistic talent and
focus on getting him to participate in
all subjects equally.
4. What do call the students with
extraordinary abilities in a specific
area?
a. Talented ✅
b. Gifted
c. Special Child
d. Children
5. Maya is a gifted writer who often
gets bored with traditional writing
assignments. She prefers to write
complex stories with elaborate plots.
How can the teacher provide Maya
with opportunities to showcase her
advanced writing skills without
discouraging her classmates?
A. Have Maya complete all the
assigned writing tasks but allow her
to write additional, more complex
stories on the side.
B. Assign different writing prompts
for Maya, catering to her advanced
skills.
C. Have Maya mentor her classmates
on writing techniques.
D. A and B only✅
6. Michael is a gifted student who is
easily frustrated when he makes
mistakes. He worries about not being
perfect and this can sometimes
hinder his willingness to participate in
class discussions. How can the
teacher create a safe and supportive
learning environment that
encourages Michael to take risks and
learn from mistakes?
A. Publicly point out Michael's
mistakes to show the importance of
accuracy.
B. Emphasize the importance of
participation over getting the answer
right every time. ✅
C. Ignore Michael's anxieties about
mistakes and expect him to
participate regardless.
D. Offer Michael extra help outside of
class to ensure he understands the
concepts perfectly before
participating.
7. During a group project, Lisa, a
gifted student, dominates the
discussions and decision-making. Her
classmates feel discouraged from
contributing their ideas. How can the
teacher facilitate collaboration and
ensure all students feel valued and
heard within the group?
A. Let Lisa take the lead as she is
clearly the most capable student.
b. Give them exam and other
assessment so that they can easily
locate
c. Locate the student’s domain of

B. Assign specific roles within the giftedness ✅

group project to ensure everyone d. Describe them according to their

contributes. ✅
disability

10. This are the activities with no

C. Publicly reprimand Lisa for
dominating the project.
D. Privately discuss the importance of
collaboration with Lisa.
right or wrong answers it emphasizes
on divergent thinking wherein there
are possibilities than pre-determined
answers.

8. The following are learning a. Open-ended Activities ✅

characteristics of learners who are
gifted and talented, except? b. Open Discussion

a. High level of intellectual curiosity c. Open Forum Activities

d. Open-closed Activities
b. higher abilities ✅

c. Can retain and recall information

d. good comprehension of complex

concepts

9. How will you identify learners who

are gifted and talented?

a. Observed students in your class


Group 2
1.) During a science class, you're
conducting a lab experiment where
students need to observe microscopic
organisms through a microscope. One
of your students, Alex, who has a known
visual impairment, expresses frustration
at not being able to see the organisms
clearly. How do you handle this
situation?
A. Provide Alex with a magnifying
glass and suggest adjusting the
microscope settings to enhance
visibility, offering assistance as
needed.
B. Encourage Alex to partner with a
classmate and share observations,
emphasizing teamwork and
collaboration in scientific inquiry.
C. Advise Alex to try harder and spend
more time adjusting the microscope, as
overcoming challenges independently is
an essential part of scientific exploration.
D. Exclude Alex from the lab activity,
offering an alternative assignment that
doesn't require visual observation, to
prevent them from feeling inadequate
compared to their peers.
2.) Scenario: In your classroom, you
have a student named Maya who has a
visual impairment, even with corrective
lenses. Despite efforts to accommodate
her needs, she continues to struggle
with certain academic tasks that require
visual perception. How do you address
Maya's situation in accordance with
IDEA?
A. Encourage Maya to work harder to
overcome her visual challenges,
emphasizing perseverance and self-
reliance in academic pursuits.
B. Exclude Maya from certain classroom
activities that heavily rely on visual
perception, focusing instead on tasks
where her impairment may not pose
significant obstacles.
C. Implement individualized
accommodations and modifications
to support Maya's learning, such as
providing materials in accessible
formats and offering assistive
technology resources.
D. Advise Maya's parents to seek
alternative educational settings that
specialize in accommodating students
with visual impairments, as mainstream
classrooms may not adequately meet
her needs.

3.) It is the act of partially closing one's
eyelids to narrow the opening of the
eyes. It is often done to try to improve
focus or clarity of vision.
A. Crossed eyes
B. Squinting
C. Eyes that turn outward
D. Clumsy
4.) It is a condition where the eyes are
not aligned properly, this misalignment
can lead to double vision and may affect
depth perception.
A. Crossed eyes
B. Squinting
C. Eyes that turn outward
D. Clumsy
5.) In your school, there's a visually-
impaired student named Sam who
sometimes struggles with navigating the
school premises independently due to
his limited vision. Recognizing the
importance of assistance, the school
implements a buddy system where
students volunteer to accompany Sam
during transitions between classes and
other activities. However, one day,
Sam's assigned buddy is absent, and he
expresses anxiety about moving around
the school without assistance. How do
you address this situation?
A. Encourage Sam to rely on his other
senses and use familiar landmarks to
navigate the school independently,
promoting self-reliance and confidence
in his abilities.
B. Ignore Sam's concerns and advise
him to wait until his assigned buddy
returns, as finding a replacement would
disrupt other students' schedules.
C. Escort Sam personally to his next
destination, prioritizing his safety and
well-being over other duties or
commitments.
D. Quickly arrange for another
student to accompany Sam, ensuring
he has the support he needs to
navigate the school safely.
6.) Who stated the definition “An
impairment in vision, even with
correction, adversely affects a child’s
educational performance, which include
both partial sight and blindness.” ?
A. Individuals with Differentiated
Education Act (IDEA)
B. Information with Differentiated impairment, leading to a diverse learning
Education Act (IDEA) experience.

C. Information with Development D. The student exhibits low

Education Act (IDEA) motivation to discover and explore,
stemming from limited ability to learn
D. Individuals with Disabilities incidentally from their surroundings.
Education Act (IDEA)

7.) Good visual ability is critical in

learning. Most school lessons are done 9.) What is one potential solution for
through the following, except one: students with difficulty seeing to improve
their vision in the classroom?

A. Blackboard writing
A. Providing additional auditory learning
B. Textbook resources.
Handouts B. Implementing tactile learning
Presentations materials.

C. Encouraging exploration of the

8.) In a classroom where a student has
difficulty seeing, which of the following
situations is most likely to be observed
due to their restricted ability to learn
incidentally from their surroundings?
A. The student demonstrates high
motivation to explore the environment
independently.
environment through touch.
D. Using glasses or other optical
devices to correct eyesight.
10.) This means that when a person is
looking at an object, one eye is not
aligned properly and appears to be
looking away from the other eye.

B. The student primarily relies on visual A. Crossed eyes

clues for learning, leading to enhanced
academic performance. B. Squinting

C. The student utilizes their other C. Eyes that turn outward

senses to compensate for their visual
D. Clumsy
 c. Age of onset
d. Family environment
3. How do most learners with
difficulty hearing communicate?
a. Sign language only
b. Hearing aids and lip-reading
c. Written communication only
d. None of the above

Group 3 4. What is an important strategy for

teachers to use when giving
5 remembering and 5 situational
instructions to students with difficulty
Multiple choice.”
hearing?
a. Exaggerate the pronunciation of
1. Which of the following is NOT a
words.
sign that a student might have
b. Give instructions verbally only.
difficulty hearing?
c. Write instructions on the board or
a. Speaking loudly provide written instructions.
d. Speak very loudly.
b. Leaning close to the source of
5. What is a general misconception
sounds.
about adapting classrooms for
c. Does not mind loud noises. students with difficulty hearing?
a. Teachers should always use sign
d. Asking for information to be language.
repeated. b. All materials should be in written
format only.
2. What is the most crucial factor
c. Students should sit at the back of
affecting the development of
the class.
communication skills in students with
d. Visual aids should not be used.
hearing loss?
a. Intelligence
b. Personality
Situational Multiple-Choice Questions
on Learners with Difficulty Hearing
1. During a group discussion in
class, Sarah seems to be
struggling to follow the
conversation. She frequently
asks her classmates to repeat
themselves and leans in
towards the person speaking.
Based on these observations,
what might be a challenge for
Sarah?
A. Difficulty seeing the
whiteboard.
B. Difficulty understanding
spoken language.
C. Dislike for group activities
D. Short attention span
2. Ms. Reyes is planning a science
experiment that involves
following a complex set of
instructions. How can she best
support a student with hearing
difficulties in this activity?
A. Provide the instructions only
verbally.
B. Offer the instructions written
down and allow the student to
ask clarifying questions.
C. Have another student explain
the instructions to the student
with hearing difficulties.
D. Demonstrate the experiment
without providing any
instructions.
3. During a lecture, Mr. Santos
notices a student seems
particularly engaged when he
points to diagrams while
explaining a concept. What can
Mr. Santos infer about this
student's learning style?
A. The student prefers to learn
through group work.
B. The student might benefit from
visual aids in addition to spoken
explanations.
C. The student is easily distracted
by visual stimuli.
D. The student has difficulty taking
notes.
4. A student with a hearing aid is
working on a written
assignment. They seem
frustrated and ask for help
 from the teacher. What is the
LEAST helpful approach the
teacher could take?

A. Ask the student to rephrase

their question to ensure
understanding.
B. Offer to write down key points
from the lesson the student might
have missed.
C. Speak slowly and loudly while
explaining the assignment.
D. Work with the student to
identify any areas of confusion in
the assignment.

5. Ms. Lopez wants to ensure all

students in her class can
participate in a class discussion.
What can she do to make the
environment more inclusive for
students with hearing
difficulties?

A. Dim the lights to create a

calmer atmosphere.
B. Allow students to only answer
questions raised by hand.
C. Face the class while speaking
and use clear enunciation.
D. Have students sit in assigned
seats throughout the discussion.
 b. articulation Disorder

c. Phonological disorder

d. Voice disorder ✅

3. Difficulties with the rhythm and

timing of speech.

A. Articulation Disorder

Group 4 B. Phonological disorder

1. A child produces multiple patterns C. Fluency disorder ✅

of sound errors with obvious
impairment of intelligibility. D. Voice disorder

a. Phonological disorder ✅
4. A child is unable to produce a given
b. Fluency disorder sound physically.
c. Voice disorder A. Fluency disorder

B. Articulation Disorder ✅
d. Articulation Disorder

C. Phonological disorder

D. Voice disorder
2. Problems with the quality or use of
one’s voice resulting from disorders
of the larynx.
5. During a group project in science
a. Fluency Disorder class, Sarah struggles to explain her
ideas to her teammates. She gets communications skills or misuses
flustered and frustrated, and her words and phrases in sentences.
explanations come out jumbled and
— Expressive language Disorder
unclear. Her teammates become
confused and don't understand her
contribution to the project.

8. A child may have difficulty

What best describes Sarah in this understanding spoken sentences or
situation? following the directions a teacher
gives.

— Receptive Language
A. Disorganized student

B. Learner with difficulty

communicating
C. Student who dislikes science
D. Inattentive classmate
9. _______ is an umbrella term for
related disorders that affect social
development and communication.
— ASD/ Autism Spectrum Disorder

6. Characterized by persistent
10. Use of ______ in the classroom
difficulties in acquiring use of
allows children to learn information,
language that result from deficits in
demonstrate understanding, and stay
comprehension that include reduced
engaged in multiple ways (i.e.,
vocabulary, limited sentence
multiple means of presentation,
structure, and impairments in
expression, and engagement).
discourse, that limit a child’s
functioning. — UDL/ Universal Design for
Learning
— Language Disorder

7. A child may have very limited

vocabulary that impacts

Group 5
1. It is a condition that affects
movement and coordination due to
damage in the developing brain.
a. Developmental Coordination
Disorder (DCD)
b. Cerebral Palsy (CP)✓
c. Stereotypic Movement Disorder
d. Dyspraxia
2. It involves repetitive, involuntary
movements that can disrupt daily
activities.
a. Developmental Coordination
Disorder (DCD)
b. Cerebral Palsy (CP)
c. Stereotypic Movement Disorder✓
d. Dyspraxia
3. It makes learning motor skills
difficult, affecting daily activities like
dressing, writing, or catching a ball.
a. Developmental Coordination
Disorder (DCD)✓
b. Cerebral Palsy (CP)
c. Stereotypic Movement Disorder
d. Dyspraxia
4. Sometimes called clumsiness
syndrome, what is another name for
developmental coordination disorder
(DCD)?
A. Apraxia
B. Dyspraxia✓
C. Motor Skill Dysfunction
D. Balance Impairment
5. Physical disability refers to a
condition that limits a person's ability
to_____.
A. Learn and understand new things.
B. Move or perform everyday
activities in the usual way.✓
C. See or hear.
D. Make friends and socialize.
6. You're lining up for lunch and
notice a student with crutches
struggling to hold their lunch tray.
What do you do?
A. Say nothing and keep moving in
line.
B. Offer to hold the student's tray for
them.✓
C. Tell the student to hurry so the line
doesn't get held up.
D. Ask someone else in line to hold
the student's tray.
7. During group work, a student who
uses a wheelchair mentions they
can't reach the materials in the center
of the table. What should you do?
A. Ignore it, as everyone else can
reach the materials.
B. Move the materials closer to the
student's wheelchair.✓
C. Ask the student to ask a classmate
to pass them the materials.
D. Restart the group project at a
different table.
8. During a class presentation, you
notice a student using a walker
struggling to take notes. What should
you do?
A. Offer to provide the student with
a printed copy of your presentation
slides.✓
B. Tell the student they can take notes
later from classmates.
C. Dim the lights so the student can
focus better on the presentation.
D. Ask the student to move to a
different seat closer to the front.

9. The class is taking a pop quiz, and a
student with a broken arm asks for
help opening their test booklet. What
do you do?
C. Recommend the student join a
different sports team.
D. Tell the student to focus on
activities that don't require a lot of
walking.

A. Tell the student they should have

asked to open it before the quiz
started.

B. Help the student open their test

booklet without looking at their
answers.✓

C. Allow the student extra time to

complete the quiz.

D. Let another student open the test

booklet for the student.

10.. A student who has difficulty

walking mentions they're interested
in joining the school soccer team.
What do you do?

A. Discourage the student from

joining due to their mobility
limitations.

B. Encourage the student to join and

suggest they speak to the coach
about possible modifications.✓
 d. Learning, application, and
analysis

Answer: a. Encoding, storage, and

retrieval

2. According to Santrock (2001), what

does attention function primarily
involve?

a. Motor coordination
GROUP 6 b. Sensory processing
Topic: LEARNERS WITH DIFFICULTY c. Focusing mental resources on a
REMEMBERING AND FOCUSING stimulus

d. Emotional regulation
Remembering Questions Answer: c. Focusing mental
resources on a stimulus

1. What are the primary components

of memory functions according to the 3. What term describes difficulties in
International Classification of reading, spelling, and oral reading
Functioning, Disability, and Health fluency?
(2001)?
a. Dyslexia
a. Encoding, storage, and retrieval
b. Dysgraphia
b. Sensory input, processing, and
output c. Dyscalculia

c. Attention, concentration, and d. ADHD

focus Answer: a. Dyslexia

4. Which type of learning disability is
characterized by difficulties in math
computation, problem-solving, and
analysis?
a. Dyslexia
b. Dysgraphia
c. Dyscalculia
d. ADHD
Answer: c. Dyscalculia
5. What are the primary symptoms of
ADHD according to the American
Psychiatric Association (2013)?
a. Memory loss and confusion
b. Inattention, hyperactivity, and
impulsivity
c. social withdrawal and anxiety
d. Motor difficulties and
coordination problems
Answer: b. Inattention,
hyperactivity, and impulsivity
Situational Questions
6. During a class discussion, a
student with ADHD frequently
interrupts others and struggles to
wait their turn. How should the
teacher address this behavior?
a. Ignore the interruptions and
continue the discussion.
b. Politely remind the student to
raise their hand and wait their turn.
c. Immediately reprimand the
student in front of the class.
d. Assign extra homework to the
student for disrupting the class.
Answer: b. Politely remind the
student to raise their hand and wait
their turn.
7. In a group project, a student with
dysgraphia struggles to write legibly,
affecting the overall presentation
quality. How can the group
accommodate this student's needs?
a. Assign the student to a different
group with similar abilities.
 b. Provide the student with a scribe
to assist with writing tasks.
c. Exclude the student from the
writing portion of the project.
d. Lower the presentation standards
to accommodate the student's
handwriting.
Answer: b. Provide the student
with a scribe to assist with writing
tasks.
8. During a math test, a student with
dyscalculia becomes visibly anxious
and struggles to remember formulas.
How can the teacher support this
student during the test?
a. Provide extra time for the student
to complete the test
b. Allow the student to use a
calculator for all calculations
c. Give the student a verbal
explanation of each question
d. Ignore the student's anxiety and
continue with the test as usual
Answer: a. Provide extra time for
the student to complete the test
9. A student with dyslexia is assigned
a reading comprehension task but
finds it challenging to decode words.
How can the teacher modify the task
to accommodate the student's
needs?
a. Allow the student to skip the task
and move on to another activity
b. Provide the student with an
audio recording of the reading
material
c. Require the student to read
silently without assistance
d. Provide no accommodations and
expect the student to complete the
task independently
Answer: b. Provide the student
with an audio recording of the
reading material
10. During a class presentation, a
student with ADHD struggles to
maintain focus and fidgets with their
belongings. How can the teacher
support the student without
disrupting the presentation?
a. Stop the presentation and
address the student's behavior
publicly
 b. Allow the student to take a break Answer: A
outside the classroom

c. Provide the student with a fidget

toy to use discreetly
d. Reduce the length of the
presentation to accommodate the
student's attention span
Answer: c. Provide the student
with a fidget toy to use discreetly
2. It is a developmental disorder that
includes deficits in intellectual and
adaptive functioning across domains
of conceptual, social, and practical
that occur during the developmental
period.

A. Self-service

B. Task Analysis
GROUP 7
C. Intellectual Disability

1. It often refers to a person’s
capacity to perform daily living
activities or specific to body care such
as the following skills: washing
oneself, eating, drinking, dressing,
brushing teeth, toileting, and looking
after one-self.
D. Self-care
Answer: C
3. The traditional approach to
measuring levels of severity of ID was
determined through the use of
intellectual tests: How you determine
the IQ of Mild Level?

A. Self-care A. IQ 35-50
B. Self-service B. IQ 50-70
B. Intellectual Disability C. IQ 20-35
C. Task Analysis D. IQ 10 BELOW 20
Answer: B
4. Domains measured by the
_____________________ scale
include personal self-sufficiency,
community self- sufficiency, and
social adjustment.
A. Vineland Adaptive Behavior Scales
B. AAMR Adaptive Behavior Scale
C. Vinelast Adaptive Behavior Scales
D. AAMS Adaptive Behavior Scale
Answer: B
5. With video _________ , a student
watches a brief video of an able
person performing a target skill or
task and then imitates the behavior.
A. Video self modeling
B. Video Modeling
C. Video self prompting
D. Video Model
Answer: B
6. During snack time, a teacher
notices that a student, Sam, is
struggling to open his snack
packaging and frequently asks for
help.
What is the best way for the teacher
to support Sam in developing his self-
care skills?
a. Open the packaging for Sam every
time.
b. Ignore Sam's struggles to
encourage independence.
c. Show Sam how to open the
packaging and provide him with
opportunities to practice.
d. Ask another student to always
open Sam's snacks.
7. A grade 1 pupil, Olivia, has
difficulty putting on her jacket before
recess. She often gets frustrated and
sits out of outdoor play.
How can the teacher assist Olivia in
becoming more independent in
putting on her jacket?
 d. Punish Ethan for forgetting to wash
his hands.
a. Put the jacket on Olivia to save
time. 9. During art class, a student, Mia,
struggles with using glue and scissors
b. Teach Olivia a step-by-step
and often ends up with sticky hands
method to put on her jacket and
and frustration.
offer encouragement and practice.
What is an effective way for the
c. Allow Olivia to skip recess to avoid
teacher to support Mia's self-care and
frustration.
fine motor skill development?
d. Assign a peer to put the jacket on
Olivia.
a. Do the cutting and gluing for Mia to
avoid mess.
8. After using the restroom, a
b. Provide Mia with adaptive tools,
student, Ethan, often forgets to wash
such as safety scissors and a glue
his hands, despite reminders from the
stick, and offer guided practice.
teacher.
c. Exclude Mia from art activities to
What strategy can the teacher use to
prevent frustration.
help Ethan remember this important
self-care task? d. Ask a peer to help Mia with these
tasks.

a. Ignore the behavior and hope he

learns eventually. 10. A student, Jack, often comes to
school with his clothes on backward
b. Create a visual handwashing chart
or inside out. He feels embarrassed
and place it near the sink as a
when his classmates point it out.
reminder.
How should the teacher handle this
c. Wash Ethan's hands for him each
situation to support Jack's self-care
time.
skills and confidence?
a. Correct Jack's clothes in front of
the class to teach him a lesson.

b. Discreetly help Jack correct his

clothes and teach him a simple
method to check them before
coming to school.

c. Ignore the issue and let Jack handle

it on his own.

d. Ask a classmate to check Jack's

clothes every morning.
 B) Celebrating diversity in the
classroom

C) Ignoring the cultural backgrounds

of students

D) Encouraging multicultural
education

Answer: C) Ignoring the cultural

backgrounds of students

Group 8 3. What is the term for the practice of

assigning students to different
1. What is the term used to describe
educational tracks based on their
the practice of excluding students
perceived abilities?
with disabilities from regular
education settings? A) Differentiation
A) Segregation B) Streaming
B) Inclusion C) Inclusion
C) Integration D) Segregation
D) Differentiation Answer: B) Streaming
Answer: A) Segregation

4. Which group is often marginalized

in education due to socioeconomic
2. Which of the following is a form of
factors?
cultural marginalization in education?
A) Wealthy students
A) Providing equal opportunities for
all students B) Middle-class students

C) Students from low-income families

D) Privileged students C) Celebrating diversity in the
classroom
Answer: C) Students from low-
income families D) Promoting multicultural education

Answer: B) Excluding certain groups

from full participation in educational
5. What is the term for the
opportunities
phenomenon where students from
certain racial or ethnic groups are
disproportionately disciplined or
7. Which of the following is a key
placed in special education
aspect of promoting inclusion in
programs?
education?
A) Cultural assimilation
A) Segregating students based on
B) Disproportionate representation their abilities

C) Racial profiling B) Ignoring the needs of diverse

learners
D) Multicultural education
C) Providing individualized support
Answer: B) Disproportionate
for all students
representation
D) Limiting access to educational
resources
6. What does the term
Answer: C) Providing individualized
"marginalization" refer to in the
support for all students
context of education?

A) Providing equal opportunities for

all students
B) Excluding certain groups from full
participation in educational
opportunities
8. What term describes the practice
of creating learning environments
that embrace and support the
diversity of all students?
A) Segregation
B) Differentiation C) The process of streamlining
educational policies
C) Inclusion
D) The promotion of diversity in
D) Marginalization
education
Answer: C) Inclusion
Answer: A) The interaction between
9. How can educators promote different forms of discrimination
inclusivity in the classroom? such as race, gender, and class

A) Focusing only on the needs of

high-achieving students

B) Excluding students with disabilities

from classroom activities

C) Ignoring the cultural backgrounds

of students

D) Providing equal opportunities for

all students

Answer: D) Providing equal

opportunities for all students

10. In the context of education, what

does the term "intersectionality"
refer to?

A) The interaction between different

forms of discrimination such as race,
gender, and class

B) The integration of technology in

the classroom

Group 9
1. A school in an indigenous
community notices low attendance
among indigenous students. What
could be a likely cause?
a) Students are not interested in
education
b) The curriculum does not reflect
their cultural background
c) There are too many schools in the
area
d) Students prefer traditional
knowledge over formal education
Answer: b) The curriculum does not
reflect their cultural background
2. An indigenous community wants to
improve educational outcomes for
their children. What initiative would
likely be the most effective?
a) Implementing a standard national
curriculum without modifications
b) Developing a curriculum that
incorporates indigenous languages
and cultural practices
c) Reducing the number of schools
to focus resources elsewhere
d) Prohibiting the use of indigenous
knowledge in schools
Answer: b) Developing a
curriculum that incorporates
indigenous languages and cultural
practices
3. Sophie, an abused child, shows
signs of anxiety and has difficulty
concentrating in class. What is the
most appropriate response by her
teachers?
a) Ignore her background and focus
solely on academics
b) Provide her with access to
counseling and support services
c) Punish her for poor performance
and disruptive behavior
d) Treat her exactly like every other
student to avoid singling her out
 Answer: b) Provide her with access C) Limited access to educational
to counseling and support services opportunities

D) Supportive and inclusive learning

4. James, an abused child, often
isolates himself and does not
participate in class activities. What
can the school do to support him?
environments
Answer: C) Limited access to
educational opportunities

a) Force him to participate in all

activities regardless of his comfort
level
b) Encourage peer support and
create a safe, inclusive environment
c) Ignore his behavior, hoping it will
improve over time
d) Suspend him for not engaging in
class activities
Answer: b) Encourage peer support
and create a safe, inclusive
environment
6. What is one challenge faced by
learners in marginalized groups?
A) Privileged access to educational
resources
B. Lack of discrimination and bias
C) Equal representation in
educational settings
D) Socioeconomic barriers to
education
Answer: D) Socioeconomic barriers
to education

5. Which of the following is a

characteristic of learners in
7. How can educators support
marginalized groups?
learners in marginalized groups?
A) Access to high-quality educational
A) Providing one-size-fits-all teaching
resources
approaches
B. Equal opportunities for academic
B. Ignoring cultural differences and
success
backgrounds
C) Implementing inclusive and
personalized learning strategies
D) Excluding diverse perspectives in
the curriculum
D) It hinders social integration
Answer: B. It promotes inclusivity
and diversity

Answer: C) Implementing inclusive

and personalized learning strategies
8. Which of the following is an
example of a marginalized group in
education?
A) Students from affluent
backgrounds
B. LGBTQ+ students
C) Students with access to private
tutors
D) Students with high parental
involvement
Answer: B. LGBTQ+ students
10. How can educators create a more
inclusive learning environment for
marginalized learners?
A) Ignoring the unique needs of each
student
B. Providing equal resources to all
students
C) Acknowledging and addressing
systemic inequalities
D) Excluding diverse perspectives in
the curriculum
Answer: C) Acknowledging and
addressing systemic inequalities

9. What is the importance of

representation in educational
materials for marginalized learners?

A) It reinforces stereotypes and biases

B. It promotes inclusivity and diversity

C) It limits opportunities for academic

growth