TET_IIB_SPL SCH_TM_SESSION-2_11.08.

22
APTET – Paper- IIB – 2022

1. As per the IEDSS – RMSA guidelines, the pupil teacher ratio

for Children with Special Needs at secondary level is
IEDSS – RMSA “‹+<óŠq\ ç|Ÿ¿±sÁ+ ™d¿£+&ƒ¯ $<Š« q+<ŠT ç|ŸÔû«¿£
nedŸs\T >·\ |¾\\¢ T ` –bÍ<ó‘«jáTT\ “wŸÎÜï
1. 10 : 1
2. 8:1
3. 6:1
4. 5:1

2. Children With Special Needs (CWSN) are 1.

Live independently both in their daily activities
and Education
2. Live independently in their daily activities only
3. Live independently in their learning education only
4. Live with others support in their daily activities and
Learning education

ç|ŸÔ«û ¿£ nedŸs\T >·\ |¾\¢\T nq>±

1. <îÕq+~q J$Ôá+ýËqÖ, $<‘«uó²«dŸ+ýËqÖ dŸÇÔá+çÔá+>±
e«eVŸ²]kÍïsÁT
2. <îÕq+~q J$Ôá+ýË eÖçÔáyûT dŸÇÔá+çÔá+>± e«eVŸ²]kÍïsÁT
3. $<‘«uó²«dŸ+ýË eÖçÔáyûT dŸÇÔá+çÔá+>± e«eVŸ²]kÍïsÁT
4. <îÕq+~q J$Ôá+ýËqÖ, $<‘«uó²«dŸ+ýËqÖ ‚ÔásÁT\
dŸVŸäjáT dŸVŸ²¿±s\T nedŸsÁeTòԐsTT
3. In which year Govt. of India enacted first act for persons with
disability
~y«+>·T\ ¿=sÁŔ£ uó²sÁÔá ç|ŸuóT„ ÔáÇ+ @ dŸ+eÔáàsÁ+ýË yîTT<Š{ì
#á{²¼“• €yîÖ~+ºq~
1. 1994
2. 1995
3. 1996
4. 1997

4. Expand I.E.P
I.E.P nq>±
1. Individual Empowerment programme
2. Individual Economic plan
3. Individualized Education plan
4. Incredible Educational Programme

5. 27-06-1880 is the birth day of one of the persons with

disabilities
1. Louis Braille
2. Hellen Keller
3. Nick Vujicic
4. Louis Pasteur
27-06-1880 @ ç|ŸeTTK ~y«+>· e«¿ìï Èqˆ~q+
1. \ÖsTÖ çuÉsTT©
2. ™V²ýÉHŽ ¿Â \¢sY
3. “¿ù eڛd¾¿ù
4. \ÖsTÖ bÍXøÌsY
6. IQ of the profound intellectual disability is
1. 50 - 70
2. 20 - 34
3. 35 - 49
4. Below 20
nÜ rçekÍÆsTT ‹T~Æ eÖ+<Š«Ôá >·\ y] ç|ŸC²ã\_Æ
1. 50 ` 70
2. 20 ` 34
3. 35 ` 49
4. 20 ¿£+fñ ÔáŔ£ Øe

7. Expand ADHD
ADHD “ $dŸ]ï +º sjáT>±
1. Active Dynamic Hyperactive Disorder
2. Attractive Dynamic Hyperactive Disorder
3. Attention Deficit Hyperactive Disorder
4. Attention Deficit High-power Disorder
8. The Persons who are able to hear 26 – 40dB sounds are called
1. Mild hearing loss
2. Moderate hearing loss
3. Severe hearing loss
4. Profound hearing loss
26 ` 40 dB Xøu²Ý\qT $q>·*>¹ y]“ @eT+{²sÁT.
1. ÔáŔ£ Øe $“¿ì&ý Ë|Ÿ+ >·\ysÁT
2. $TÔá $“¿ì& ýË|Ÿ+ >·\ysÁT
3. rçeyîTq® $“¿ì& ýË|Ÿ+ >·\ysÁT
4. nÜ rçeyîTq® $“¿ì& ýË|Ÿ+ >·\ysÁT.

9. Persons with Hearing Impairment and Intellectual Disability are

1. Persons with Hearing Impairment
2. Persons with Intellectual Disability
3. Persons with Multiple Disability
4. None of the above
$“¿ì& ýË|Ÿ+ eT]jáTT ‹T~Æ eÖ+<Š«Ôá ¿£*Ðq ysÁT
1. $“¿ì&ý Ë|Ÿ+ >·\ysÁT
2. ‹T~Æ eÖ+<Š«Ôá >·\ysÁT
3. ‹VŸQÞøy¿Õî £\«+ >·\ysÁT
4. ™|Õ yûM ¿±eÚ
10. Mental illness and Intellectual Disability are
1. Both are same
2. Both are different
3. Multiple Disability
4. Independent Disorder
eÖqd¾¿£ sÃ>·+ eT]jáTT ‹T~Æ eÖ+<Š«Ôá nHû$
1. Âs+&ƒT ÿ¿£Øfñ
2. Âs+&ƒT yû¹sÇsÁT
3. ‹VŸQÞø yîÕ¿£\«+
4. dŸÇÔá+çÔá yîÕ¿£\«+

11. Persons with blind use this script

1. Technical
2. Braille
3. Signs
4. Verbal form
#áÖ|ŸÚýñ“ ysÁT (n+<óÔ
Š Çá + >·\ysÁT) –|ŸjÖî Ð+#û *|¾
1. kÍ+¹¿Ü¿£
2. çuÉsTT©
3. dŸ+Èã\T
4. eÖ³\ sÁÖ|Ÿ+
12. As per Rights of the Persons with Disabilities Act – 2016, the
number of disabilities are
~y«+>·T\ VŸ²Å£”Ø\T #á³+¼ ` 2016 ç|Ÿ¿±sÁ+ yî¿Õ £ý²«\ dŸ+K«
1. 10
2. 15
3. 18
4. 21

13. The scheme that is being implemented in schools in India is

1. Sarva Shiksha Abhiyan
2. Rashtriya Madhyamik Shiksha Abhiyan
3. Samagra Shiksha
4. Rajiv Vidya Mission
ç|ŸdTŸ Ô
ï +á eTq <ûX+ø ý˓ bÍsÄXÁ æ\ýË¢ neT\T neÚÔáTq• $<‘« |Ÿ<¿Š¸ +£
1. dŸsÁÇ ¥¿Œ± n_ójáÖHŽ
2. sçwÓ¼jáT eÖ<óŠ«$T¿£ ¥¿Œ± n_ójáÖHŽ
3. dŸeTç>· ¥¿£Œ
4. sJyŽ $<‘« $TwŸHŽ
14. Salamanca Statement – 1994 was declared in this country
1. America
2. Spain
3. England
4. Irland
@ <ûX+ø ýË kÍ\eÖ+¿± ç|Ÿ¿³
£ q 1994 dŸ+ööýË yî\Te&+~.
1. nyîT]¿±
2. ™dÎsTTHŽ
3. ‚+>±¢+&Ž
4. ×s¢+&Ž

15. Providing ‘ramp’ to the class rooms as part of School

Development in our state under this programme.
1. Jagananna Gorumudda
2. Mana badi Nadu – Nedu
3. Jagananna Ammavodi
4. Jagananna Vidya Kanuka
eTq sçwŸ+¼ ýË bÍsÄXÁ æ\\ n_óe~ÆýË uó²>·+>± ÔásÁ>Ü
· >·<TŠ \Å£”
s«+|ŸÚ “sˆD+ #û|&Ÿ Tƒ ÔáTq• |Ÿ<¿Š¸ +£
1. È>·qq• >ÃsÁTeTT<ŠÝ
2. eTq‹& H&ƒT ` Hû&Tƒ
3. È>·qq• neTˆÿ&
4. È>·qq• $<‘« ¿±qT¿£
16. Which article in Indian constitution says free and compulsory
elementary education shall be provided to all children from 6
to 14 years of age.
1. article 45
2. article 46
3. article 47
4. article 48
6 qT+º 14 dŸ+eÔáàs\ |¾\¢\+<Š]¿¡ kÍsÁÇçÜ¿£ “sÁÒÛ+<óŠ, –ºÔá
çbÍ<¸$Š T¿£ $<Š«qT @ €]¼¿ý£ Ù <‘Çs uó²sÁÔá sC²«+>·+ýË
bõ+<ŠT|Ÿ]#sÁT.
1. €]¼¿ý£ Ù 45
2. €]¼¿ý£ Ù 46
3. €]¼¿£ýÙ 47
4. €]¼¿ý£ Ù 48

17. In which city first school was established for the Deaf in the
year 1885 in India
1. Delhi
2. Mumbai
3. Kolkata
4. Chennai
1885e dŸ+ööýË uó²sÁÔ<á Xû +ø ýË yîTT³¼yTî T<Š{ì ‹~ósTÁ \ bÍsÄXÁ æ\qT
‡ q>·sÁ+ýË kÍÆ|+¾ #sÁT.
1. &󍩢
2. eTT+u²sTT
3. ¿ÃýÙ¿£Ô
4. #îHîՕ
18. Rights of Persons with Disabilities Act -2016 came into force
in our country on
1. 19th April 2016
2. 1st April 2016
3. 19th April 2017
4. 1st April 2017
~y«+>·T\ VŸ²Å£”Ø\ #á³+¼ ` 2016 eTq<ûX+ø ýË
neT\Tý˓¿ì eºÌq Ôû~
1. 19 @ç|¾ýÙ 2016
2. 1 @ç|¾ýÙ 2016
3. 19 @ç|¾ýÙ 2017
4. 1 @ç|¾ýÙ 2017

19. Mental Retardation (Intellectual Disability) is defined as “lack

of intelligence to lead independent life in society” by
1. Benda
2. Rousseau
3. Smith, Neisworth
4. Hebar
dŸeÖÈ+ýË dŸÇÔáVŸä>± J$+#á&†“¿ì ÔáÐq yûT<ó‘Xø¿ïì ýñ¿£ bþe&ƒyTû
‹T~Æ eÖ+<Š«Ôá n“ “sÁǺ+ºq ysÁT
1. uÉ+&†
2. sÁÖkþ
3. d¾ˆÔY, HîsTTdt esYï
4. ™V²‹sY
20. Thomas Alva Edison faced problems with
1. Autism
2. Learning Disabilities
3. Hearing Impaired
4. Visual Impaired
<¸‘eTdt ný²Ç m&dHŸ Ž ¿ì+~ y{ìýË @ dŸeTdŸ« m<ŠTs=ØH•&ƒT
1. €{ìÈ+
2. nuó«„ dŸq dŸeTdŸ«\T
3. $“¿ì& ýË|Ÿ+
4. <Šw¾ý¼ Ë|Ÿ+

21. The concept of Learning Disability was used first time by

‘Samuel Kirk’ in the year
»»nuó«„ dŸq yî¿Õ \£ «+µµ nq• uó²eqqT yîTT³¼ yîTT<Š{ì kÍ]>±
XæeTÖ«ýÙ ¿ìsYØ ‡ dŸ+ööýË –|ŸjîÖÐ+#sÁT.
1. 1958
2. 1959
3. 1961
4. 1962
22. One of the characteristics of Autism is
1. Unable to speak
2. Repeating the same words
3. Adding new words to the given words
4. Not responding to the words
¿ì+~ \¿£D
Œ ²\ýË ÿ¿£{ì €{ìÈ+Å£” dŸ+‹+~ó+ºq~
1. |ŸP]ï>± eÖ{²¢&ýƒ ¿ñ £ bþe&ƒ+
2. #î|ξ q eÖ³\Hû Ü]Ð eÖ{²¢&³
ƒ +
3. #î|ξ q eÖ³\Å£” n<Šq+>± ¿=Ôáï |Ÿ<‘\T #û]Ì eÖ{²¢&³
ƒ +
4. #î|ξ q eÖ³\T ndŸ\T $q¿£ bþe&ƒ+

23. One of the reasons for Learning Disability

1. Physiological
2. Genetical
3. Friends effect
4. Curriculum
nuó«„ dŸq dŸeTdŸ«\Å£” <‘]rd ¿±sÁD²\ýË ÿ¿£{ì
1. Xæ¯sÁ¿£ |ŸsyÁ Tî q®
2. ÈqT«|ŸsyÁ Tî q®
3. d•V¾²ÔáT\ ç|Ÿuó²e+
4. bÍsÄ«Á ç|ŸD²[¿£
24. According to Right of free and compulsory Education Act–2009
education for children with special needs to be provided
through
1. Special Schools
2. General Schools
3. Residential Schools
4. Kandriya Vidyalayas
–ºÔá “sÁÒÛ+<óŠ $<‘«VŸ²Å£”Ø #á³¼+`2009 ç|Ÿ¿±sÁ+ ç|ŸÔû«¿£ nedŸs\T
>·\ |¾\\¢ Å£” $<Š«qT ‡ bÍsÄXÁ æ\\ <‘Çs n+~+#*.
1. ç|ŸÔ«û ¿£ bÍsÄXÁ æ\\T
2. kÍ<ó‘sÁD bÍsÄÁXæ\\T
3. >·TsÁTÅ£”\ bÍsÄXÁ æ\\T
4. ¿¹ +çBjáT $<‘«\jáÖ\T

25. How many additional minutes provided to every hour to the

children with special needs in SSC examinations in our state.
1. 10 min.
2. 20 min
3. 30 min
4. 40 min
eTq sçwŸ+¼ ýË ç|ŸÔ«û ¿£ ndŸs\T>·\ |¾\\¢ Å£” 10e Ôás>Á Ü
· |Ÿ¯¿£\Œ ýË
ç|ŸÜ >·+³Å£” n<Šq+>± ¿¹ {²sTT+#û dŸeTjáT+
1. 10 “öö
2. 20 “öö
3. 30 “öö
4. 40 “öö
26. According to National Trust Act – 1999 this is considered as
disability
1. Epilepsy
2. HIV
3. Autism
4. Hearing Impairment
HûwŸqýÙ ç³dt¼ #á³¼+ ` 1999 ç|Ÿ¿±sÁ+ yîÕ¿£\«+>± |s=Øq‹&q~
1. m|¾ý|É Óà
2. ™V²#Y.×.$
3. €{ìÈ+
4. $“¿ì&ý Ë|Ÿ+

27. Which of the following statements is not correct

1. Children with visual impairment cannot study in
regular schools
2. Children with Hearing Impairment can study in
regular schools
3. Children with learning Disability can study in
regular schools
4. Children with Orthopedically Impairment can Study in
regular schools.
‡ ¿ì+~ y“ýË @~ dŸs qÕ ~ ¿±<ŠT
1. #áÖ|ŸÚýñ“ |¾\\¢ T kÍ<ó‘sÁD ‹&ƒTýË¢ #á<TŠ eÚ¿ÃýñsTÁ
2. $“¿ì&ý Ë|Ÿ+ >·\ |¾\\¢ T kÍ<ó‘sÁD ‹&ƒTýË¢ #á<TŠ ¿Ã>·\sÁT
3. nuó«„ dŸq dŸeTdŸ«\T >·\ |¾\¢\T kÍ<ó‘sÁD ‹&ƒTýË¢
#á<TŠ eÚ¿Ã>·\sÁT
4. Xæ¯sÁ¿£ yî¿Õ £\«+ >·\ |¾\¢\T kÍ<ó‘sÁD ‹&ƒTýË¢ #á<TŠ eÚ¿Ã>·\sÁT.
28. A Student often writes ‘dueatiful’ for beautiful.
He might be having
1. Hearing impairment
2. Learning Disability
3. Speech Impairment
4. Intellectual Disability
ÿ¿£ $<‘«]œ Ôás#Á Tá >± »beautifulµ nHû |Ÿ<‘“• »dueatifulµ>±
çykÍï&ƒT. nÔᓿì _________ –+&ƒe#áTÌ
1. $“¿ì&ý Ë|Ÿ+
2. nuó«„ dŸq dŸeTdŸ«\T
3. uó²wŸDýË|Ÿ+
4. ‹T~Æ eÖ+<Š«Ôá
29. IEP must have one of the following components
1. Foreword
2. Index
3. Goals
4. Suggestions to parents
IEPq+<ŠT –+&ƒe\d¾q nÜ eTTK«yîTq® n+Xæ\ýË ÿ¿£{ì
1. eTT+<ŠTeÖ³
2. $wŸjáTdŸÖº¿£
3. \¿£«Œ eTT\T
4. Ôá*<¢ +Š ç&ƒT\Å£” dŸÖ#áq\T
30. It is easy to teach to the following children through Audio aids
1. Children with Hearing Impairment
2. Children with Intellectual Disability
3. Children with Visual Impairment
4. Children with Autism
çXøeD –|Ÿ¿s£ D
Á ²\ <‘Çs ‡ |¾\\¢ Å£” dŸT\uó+„ >± uË~ó+#áe#áTÌ.
1. $“¿ì& ýË|Ÿ+ >·\ y]¿ì
2. ‹T~ÆeÖ+<Š«Ôá >·\ y]¿ì
3. <Šw¾ý¼ Ë|Ÿ+ >·\ y]¿ì
4. €{ìÈ+ >·\ y]¿ì
 (PAPER – IIA) Telugu

31. ¿ì+~ |Ÿ<‘«“• #á~$ ç|ŸXø•Å£” Èy‹T >·T]ï+#á+&.

€¿=q• Å£L&î jáTeTÔáeTT
Ԑ¿=+#á¿£ “#áTÌy&î <‘Ôá <óŠ]çÜHŽ
kþ¿ÃsÁTÌy&î eTqTE&ƒT,
ÔûÅ£”e>·\y&î e+Xø Ü\Å£”&ƒT dŸTeTr!
e+XøÜ\Å£”&ƒT ‚³Te+{ì y&ƒT
1. <ó‘]ˆÅ£”&ƒT
2. zsÁTο£\y&ƒT
3. <óîÕsÁ«e+ÔáT&ƒT
4. çXøeT|Ÿ&ûy&ƒT

32. ¿ì+~ |Ÿ<‘«“• #á~$ ç|ŸXø•Å£” Èy‹T >·T]ï+#á+&.

€¿=q• Å£L&î jáTeTÔáeTT
Ԑ¿=+#á¿£ “#áTÌy&î <‘Ôá <óŠ]çÜHŽ
kþ¿ÃsÁTÌy&î eTqTE&ƒT,
ÔûÅ£”e>·\y&î e+Xø Ü\Å£”&ƒT dŸTeTr!
dŸTeTr XøÔá¿£ ¿£sÁï
1. uós„ ïÁ VŸ²]
2. eÖsÁq
3. ‹<îÝq
4. yûeTq
33. ¿ì+~ >·<‘«“• #á~$ ç|ŸX•ø Å£” Èy‹T >·T]ï+#á+&.
>·&j Öá sÁ+ yû+¿£³XâwXŸ æçd¾ï »¥euó²sÁÔ+á µ C²rjáT dŸyTî ¿® «£ ÔáqT #fñ
¥yJ #á]çÔá. ÿ¹¿ Ôî\T>·T ¿£$ eTVŸäsçwŸ¼ MsÁTDì’ ¿±e« HjáTÅ£”Dì’
#ûjTá &ƒ+ m\¢\T ýñ“ÔáH“• #³TÔáT+~. ‚+<ŠTýË eÖÔáeTÖ]ï
uó„sÁÔáeÖÔá. eTÔá+ C²rjáTÔá. ¥yJ bÍsÁÔá+çԐ“• bÍsÁç<Ã\&†“¿Õ
neÔá]+ºq ¿±sÁDÈqTˆ&ƒT. ‡ $<ó+Š >± ¿±e« ‚ÜeÔï“•
mqT•¿Ãe&ƒ+ýË Xæçd¾ï çXø<Ɗ rdŸTÅ£”H•sÁT.
™|Õ >·<«Š +ý˓ eTVŸäsçwŸ¼ MsÁT&ƒT
1. sÈXâKsÁT&ƒT
2. sD²ç|ŸÔ|Ÿd+¾ VŸ²
3. cÍJ
4. ¥yJ

34. ¿ì+~ >·<‘«“• #á~$ ç|ŸX•ø Å£” Èy‹T >·T]ï+#á+&.

>·&j Öá sÁ+ yû+¿£³XâwXŸ æçd¾ï »¥euó²sÁÔ+á µ C²rjáT dŸyTî ¿® «£ ÔáqT #fñ
¥yJ #á]çÔá. ÿ¹¿ Ôî\T>·T ¿£$ eTVŸäsçwŸ¼ MsÁTDì’ ¿±e« HjáTÅ£”Dì’
#ûjTá &ƒ+ m\¢\T ýñ“ÔáH“• #³TÔáT+~. ‚+<ŠTýË eÖÔáeTÖ]ï
uó„sÁÔáeÖÔá. eTÔá+ C²rjáTÔá. ¥yJ bÍsÁÔá+çԐ“• bÍsÁç<Ã\&†“¿Õ
neÔá]+ºq ¿±sÁDÈqTˆ&ƒT. ‡ $<ó+Š >± ¿±e« ‚ÜeÔï“•
mqT•¿Ãe&ƒ+ýË Xæçd¾ï çXø<Ɗ rdŸTÅ£”H•sÁT.
™|Õ >·<«Š +ý˓ ‚ÜeÔá+ï
1. C²rjáTdŸyTî ¿® «£ Ôá
2. eÖqeÔáÇ+
3. #]çÔá¿£+
4. sÈ]¿£+
35. »n~>à |ŸÚ* n+fñ ‚~>à Ôÿ£ nq•³T¢µ ‚~
1. bõ&ƒT|ŸÚ¿£<Š¸
2. kÍyîTÔá
3. C²rjáT+
4. “H<Š+

36. »dŸ+$<ó‘q+µ n+fñ

1. sC²«+>·+
2. dŸÂsÕq $<ó‘q+
3. ¿£\sTT¿£
4. dŸeTjîÖÈq+

37. »uó„+>·+µ |Ÿ<‘“¿ì eÚ«ÔáÎÔáï«sÁœeTT

1. mÔîÕïq ¿=+&ƒ ¿£\~
2. €¿±XøeT+Ôá y«|¾+ºq~
3. dŸeTkÍ ÔáqýË <óŠ]+#û~
4. ú*eTqT uó]„ +#û~

38. »€&îqeֈ ¥eÚ&ƒT! bÍ&îqeֈ uó„eÚ&ƒT!µ nHû ¥eԐ+&ƒe+ M] sÁ#áq

1. $XøÇH<¸Š dŸÔ«HsjáTD
2. |ŸÚ³¼|]Ÿ ï HsjáTD²#sÁT«\T
3. yû³Ö] ç|Ÿu󲿣sÁXæçd¾ï
4. <‘Xøs~Á ¸ sÁ+>±#sÁ«
39. HsjáTD²! nq• eTÅ£”³+Ôà |Ÿ<«Š + sd¾+~.
1. bþÔáq
2. |Ÿ¿Øì n|ŸÎ\ qsÁdj
Ÿ Tá «
3. ‹<îÝq
4. lH<¸TŠ &ƒT

40. »<ŠT]Ôá+µ n+fñ

1. |ŸÚD«eTT
2. bÍ|ŸeTT
3. <ûÇwŸeTT
4. ¿Ã|ŸeTT

41. »qsÁT&ƒTµ |Ÿ<‘“¿ì |Ÿs«jáT|Ÿ<‘\T

1. ~ÇE&ƒT, $ç|ŸÚ&ƒT
2. neÖjáTÅ£”&ƒT, XøXæ+Å£”&ƒT
3. sÁ$, uó²qT&ƒT
4. eÖqeÚ&ƒT, eTsÁT«ï &ƒT

42. »¿£sTTµ nHû $¿£Ü |Ÿ<‘“¿ì ç|Ÿ¿£ Ü

1. #îsTT«
2. ¿£$
3. ¿£$Ôá
4. ¿±e«+
43. uËsTT;óeTq• sd¾q »C²q|Ÿ<TŠ “ C²‹Tµ ‡ ç|Ÿç¿ìjTá ýË –+~.
1. y«dŸ+
2. ¿£<Š¸
3. ýñK
4. ¿£s|Á çŸ Ôá+

44. ¿£ç<ŠTe, $qÔá M] uó²sÁ«\T

1. ¿£X«ø |ŸÚ&ƒT
2. nqÖsÁT&ƒT
3. ‚+ç<ŠT&ƒT
4. $XæÇ$TçÔáT&ƒT

45. »uó„^sÁ<¸Š ç|ŸjáTÔá•+µ nHû~

1. HqT&
2. C²rjáT+
3. dŸÖ¿ìï
4. kÍyîTÔá

46. dŸÇs\T, çbÍD²\T n“ M{ì“ n+{²sÁT.

1. n#áTÌ\qT, VŸ²\T¢\qT ¿£*|¾
2. –uój
„ Öá ¿£Œs\qT
3. n#áTÌ\qT
4. VŸ²\T¢\qT
47. dŸ+~ó¿±sÁ«+ýË |ŸsdÁ ǟ sÁ+ n+fñ
1. yîTT<Š{ì |Ÿ<+Š
2. s +&ƒe |Ÿ<+Š ý˓ yîTT<Š{ì n#áTÌ
3. yîTT<Š{ì |Ÿ<+Š ý˓ ºe] n#áTÌ
4. s +&ƒe |Ÿ<+Š

48. º>·TsÁT{²Å£”, bõ<ŠsTÁ {ì\T¢ nHû |Ÿ<‘\ýË –q• dŸ+~ó

1. €<ûXø dŸ+~ó
2. >·TD dŸ+~ó
3. e~Æ dŸ+~ó
4. €>·eT dŸ+~ó

49. 14e n¿£sŒ +Á jáTÜ kÍÆq+>± –+&û eÔáï |Ÿ<«Š +

1. eTÔûïuó„+
2. XæsÁÖÝ\+
3. #á+|Ÿ¿£eÖ\
4. –ÔáÎ\eÖ\

50. ‚, –, ‹TT \Å£” ndŸesÁ’ n#áTÌ\T |ŸsÁyTî q® |ŸÚ&ƒT ‚$ ç¿£eT+>±

€<ûX+ø >± ekÍïsTT.
1. q, D eT
2. jáT, e, sÁ
3. Xø, wŸ, dŸ
4. @, z, nsY
51. n¿±s“¿ì ‚, –, ‹TT \T |ŸsÁyTî Ô
® û ç¿£eT+>± ‚$ €<ûX+ø >± ekÍïsTT
1. Xø, wŸ, dŸ
2. q, D, eT
3. jáT, e, sÁ
4. @, z, nsY

52. ‚+Ôá ‹sÁTyîqÕ ~ yîÖdŸT¿=dŸTHï •eÚ. <û“¿£~?

^Ôá ^d¾q #ó –q• dŸ+~ó
1. jáT&†>·eT
2. n¿±sÁ
3. ‚¿±sÁ
4. –¿±sÁ

53. <ûX擿ì eT+ºsÃEý¤kÍïjTá “ €Xø\T yîTT\¿ÔáTïÔTá H•sTT.

^Ôá ^d¾q #ó –q• dŸ+~ó
1. ‚¿±sÁ
2. n¿±sÁ
3. –¿±sÁ
4. qT>±>·eT

54. >·+>· nHû |sÁTq• q~ ` B“• dŸeÖdŸ+>± eÖ]dï

1. >±+¹>jáTeTT
2. qB >±+>·eTT
3. >·+>± HeÖK«q~
4. >·+>±q~
55. qe eÖkÍ\T yîÖd¾q ¿£q•Ôá*¢ ‹TTD+ rsÁTÌ¿Ãe&ƒ+ me] Ôás+Á ?
^Ôá ^d¾q #ó –q• dŸ+~ó
1. ¿£sÁˆ<ó‘sÁjáT
2. ‹VŸQçMV¾²
3. ~Ç>·T
4. <ŠÇ+<ŠÇ

56. úÅ£” e+<Š e+<ŠH\T ` ‡ y¿£«+ý˓ n\+¿±sÁ+

1. #ó¿û ±qTçbÍdŸ
2. jáTeT¿£+
3. eÔ«qTçbÍdŸ
4. ý²{²qTçbÍdŸ

57. –|ŸeÖ\+¿±sÁ+ýË »–|ŸyTû jáT+µ n+fñ

1. bþ*¿£ #î|Ο &†“¿ì –|ŸjÖî Ð+#û edŸTeï Ú
2. dŸeÖdŸ \¿£ŒD+
3. eýÉ, bþýÉ, uó+„ Ð yîTT<ŠýqÕÉ |Ÿ<‘\T
4. <û““ e]’dTŸ Hï •yîÖ n~

58. s +&ƒT >±“ n+Ôá¿+£ fÉ mÅ£”Øe>±“ y¿±«\ý˓ dŸeÖ|Ÿ¿£ ç¿ìjTá \qT

ndŸeÖ|Ÿ¿£ ç¿ìjTá \T>± eÖ]Ì ÿ¹¿ y¿£«+>± sdï n~.
1. kÍeÖq« y¿£«+
2. dŸ+¥¢w¼Ÿ y¿£«+
3. dŸ+jáTT¿£ï y¿£«+
4. “w<ó‘sÁ¿œ £ y¿£«+
59. HûqT, yûTeTT e+{ì |Ÿ<‘\T ÔáqT, ԐqT, ԐeTT >± eÖsÁ&+ƒ
‡ y¿±«\ýË ÈsÁT>·TÔáT+~.
1. |Ÿsÿ£Œ ¿£<qŠ¸ +
2. ç|ŸÔ«á ¿£Œ ¿£<qŠ¸ +
3. ¿£sÁï] y¿£«+
4. ¿£sˆÁ Dì y¿£«+

60. y¿£«+ýË ç¿ìjTá Å£” »‹&ƒTµ #û]ÌÔû @sÁÎ&ƒT y¿£«+

1. ¿£sÁï] y¿£«+
2. €XøÌs«sÁœ¿£ y¿£«+
3. ¿£sÁˆDì y¿£«+
4. “w<ó‘sÁ¿œ £ y¿£«+
 English Paper – IIA

61. Choose the letter in which we use informal language.

1. a letter to the headmaster applying for your T.C
2. a letter of complaint
3. a letter applying for a job
4. a letter to a friend inviting him to your village.

62. Hearing a cry, he rushed into the room.

This is
1. a complex sentence.
2. a simple sentence.
3. a compound sentence.
4. a sentence in passive voice.

63. The construction of the new bridge will go ahead as planned.

The meaning of ‘go ahead’ is
1. proceed.
2. took value.
3. performed on.
4. take behind.

64. Choose the grammatically correct sentence.

1. I look forward to seeing you.
2. I look forward to see you.
3. I am look forward to see you.
4. I have looking forward to seeing you.
65. One day an accident befell him.
Choose the synonym of the word ‘befell’.
1. ceased
2. perished
3. disappeared
4. happened to

66. The hill behind the village was covered with summer green.
Choose the antonym of the word ‘covered’.
1. resumed
2. exposed
3. pretended
4. tended

67. Choose the suffix that means someone who

performs an action.
1. ion
2. ism
3. er
4. ity

68. Choose the word you find between these guide words:
trail - transcription
1. tract
2. tramp
3. trade
4. tragic
69. Choose the grammatically correct sentence.
1. How long the queue is?
2. How long is the queue!
3. How long is the queue?
4. How long the queue long?

70. The two brothers were so much similar in appearance that

nobody believed that they were twins.
Choose the option that can improve the underlined part.
1. very much similar to
2. so different in
3. so similar to
4. so different for

71. Choose the interjection that expresses ‘joy’.

1. hurrah!
2. ooh!
3. yeah!
4. Alas!

72. ‘Oops!’ can be used

1. to indicate happiness.
2. clearing throat.
3. to acknowledge a mistake.
4. to scare someone.

73. Work hard or you will fail.

Choose the type of sentence.
1. Simple
2. Complex
3. Compound
4. Complex - Compound
74. Ramaiah took us to ______ open area where ______ yarn was
spread in full length of wrap in 25 metres.
Choose the articles that fit the blanks.
1. an, a
2. an, the
3. the, a
4. a, an

75. Choose the word with correct spelling.

1. imperetive
2. calameties
3. disparate
4. antenas

76. Choose the correctly punctuated sentence.

1. “It’s not funny,” she said.
2. Its not funny, “she said”
3. It’s not funny? she said.
4. It’s not funny, “she said”.

77. Write the questions.

Choose the passive voice for the sentence above.
1. Let the questions be written
2. Let the questions be not written.
3. The questions should not be written.
4. The questions should be written
78. Second hand furniture _______ here at reasonable prices.
Choose the correct option that fits the blank.
1. are sold
2. were sold
3. has sold
4. is sold

79. The rocket is going _______ the moon.

Choose the preposition that fits the blank.
1. down
2. along
3. on to
4. towards

80. Bobby has given my notes to the teacher, _______

Choose the correct question tag for the above sentence.
1. has he?
2. hasn’t he?
3. hadn’t he?
4. had he?

81. He asked me, ‘What is your favourite food?’

Choose the indirect speech of this sentence.
1. I was asked by him that it was favourite food.
2. I asked him if he had any favourite food.
3. He asked me I have any favourite food.
4. He asked me what my favourite food was.
82. Express trains ________ passenger trains.
Choose the correct expression that fits the blank.
1. travel faster than
2. travel the fastest
3. travel so fast as
4. travels as faster as

83. If you are good at English, ________

Choose the appropriate clause to complete the sentence.
1. you get a better job.
2. you must a better job.
3. you will get a better job.
4. you got a better job.

84. It is not actually raining now. ________ it may rain later, so

take the umbrella.
Choose the linking expression that completes the meaning of
the sentence.
1. On the other hand
2. Along with
3. What is more
4. Alongside

85. I am not feeling well. In fact, I think I _____!

Choose the expression that fits the blank.
1. am going to be sick.
2. will be gone sick.
3. am gone to be sick.
4. will have go to be sick.
86. Do you like my new solar watch?
Here, I ______ how it works.
Choose the verb that fits the blank.
1. would be show
2. will to show
3. will show
4. had shown

87. They ought to follow the Government police.

This sentence indicates
1. request.
2. obligation.
3. possibility.
4. ability.

88. Choose the sentence with the correct word order.

1. Master grammar is the best way to practice.
2. Master grammar practice is the best way to.
3. Practice is the best way to master grammar.
4. Practice is to the best way master grammar.

89. Read the following passage.

Sometimes you might have heard or read in newspapers that
some people were hospitalised due to food poisoning. Food
poisoning could be due to the consumption of spoiled food.
Some micro organisms produce toxic substances in spoiled
food. These toxic substances make the food poisonous. Taking
stale food may lead to vomiting, motions even to death.

This passage is about

1. micro organisms.
2. food poisoning.
3. reading newspapers.
4. spoiled food Vs stale food.
90. Read the following passage.
Sometimes you might have heard or read in newspapers that
some people were hospitalised due to food poisoning. Food
poisoning could be due to the consumption of spoiled food.
Some micro organisms produce toxic substances in spoiled
food. These toxic substances make the food poisonous. Taking
stale food may lead to vomiting, motions even to death.

Consumption of stale food leads to

1. good health.
2. eat raw food.
3. read newspapers.
4. food poisoning.
 APTET – Paper- IIB – 2022

(CDP)

91. Down’s syndrome is caused due to

1. Malnutrition
2. Chromosomal Disorder
3. Radiation
4. Accident
&êHŽà d¾+ç&ÃyŽT se&†“¿ì >·\ ¿±sÁD+
1. bþwŸ¿±VŸäsÁ ýË|Ÿ+
2. ç¿ÃyîÖCËeTT\ ndŸeï «dŸï “sˆD+
3. ¹s&jûTwŸHŽ
4. ç|ŸeÖ<Š+

92. If a child’s chronological age is 11 years, mental age is

5 years, then his IQ is
ÿ¿£ u²\T“ Xæ¯sÁ¿£ ejáTdŸTà 11 dŸ+öö\T, eÖqd¾¿£ ejáTdŸTà
5 dŸ+öö\T nsTTq € u²\T“ ç|ŸC²ã\_Ý
1. 40
2. 45
3. 50
4. 70
93. Preferably we use this material to teach children with
intellectual disability.
1. Real objects
2. Pictures
3. Symbols
4. Situations
‹T~Æ eÖ+<Š«Ôá >·\ |¾\¢\ uË<óqŠ ýË eTq+ –|ŸjÖî Ð+#*àq$
1. “ÈedŸTeï Ú\T
2. ºçԐ\T
3. >·TsÁT\ï T
4. dŸ“•yûXæ\T

94. The vocational courses which are most suitable to the children
with Intellectual Disability is
1. Heavy machinery operation
2. Candle making
3. Driving
4. Electrical wiring
‹T~Æ eÖ+<Š«Ôá >·\ |¾\\¢ Å£” ‡ eÜïýË ¥¿£D
Œ ‚eÇe#áTÌ.
1. uó²¯jáT+çԐ\T “sÁÇVŸ²D
2. ¿=y=ÇÔáT\ï ÔájÖá ¯
3. ç&îÕ$+>´
4. m\ç¿ì¼¿ý£ Ù yî]Õ +>´
95. Task analysis is essential for children with
1. Hearing Impairment
2. Visual Impairment
3. Intellectual Disability
4. Learning Disability
{²dtØ mH\d¾dt ‚³Te+{ì |¾\\¢ Å£” nedŸs+Á
1. $“¿ì& ýË|Ÿ+ >·\
2. <Šw¾ý¼ Ë|Ÿ+ >·\
3. ‹T~Æ eÖ+<Š«Ôá >·\
4. nuó«„ dŸq dŸeTdŸ«\T >·\

96. Children with small head is called as

1. Micro Cephalous
2. Cerebral Palsy
3. Macro Cephalous
4. Cerebral cephalous
Ôá\ ºq•~>± –q• |¾\\¢ qT ¿ì+~ $<ó+Š >± |¾\TkÍïsÁT
1. yîTç® ¿Ã ™db˜Í\dt
2. ™d]ç‹ýÙ bÍ©à
3. eÖç¿Ã ™db˜Í\dt
4. ™d]ç‹ýÙ ™db˜Í\dt
97. In a classroom children with intellectual disability
shall always be allowed to sit
1. Separately
2. Near to the Door
3. Last Row
4. Front Row
Ôás>Á Ü
· >·~ýË ‹T~Æ eÖ+<Š«Ôá >·\ |¾\¢y“• ‚¿£Ø&ƒ Å£LsÃÌ uÉ{²¼*
1. ç|ŸÔ«û ¿£+>±
2. <‘Çs“¿ì <Š>·ZsÁ>±
3. ºe] esÁTdŸýË
4. yîTT<Š{ì esÁTdŸýË

98. Children with Intellectual disability of which level is

considered as “Educable” group
1. Moderate intellectual disability
2. Mild intellectual disability
3. Severe intellectual disability
4. Profound intellectual disability
‹T~Æ eÖ+<Š«Ôá >·\ |¾\¢ýýË @ kÍÆsTT >·\ y]“ »»$<Š« HûsTÁ Ì¿Ã>·\
|¾\\¢ Tµµ n+{²sÁT.
1. $TÔá ‹T~Æ eÖ+<Š«Ôá >·\ |¾\\¢ T
2. ÔáŔ£ Øe ‹T~Æ eÖ+<Š«Ôá >·\ |¾\¢\T
3. rçe ‹T~Æ eÖ+<Š«Ôá >·\ |¾\\¢ T
4. nÜ rçe ‹T~Æ eÖ+<Š«Ôá >·\ |¾\\¢ T
99. Which one of the following test is used to measure
the intelligence
1. ISAA test
2. BERA Test
3. Raven’s Progressive Matrices Test
4. Impedance Test
‡ ¿ì+~ y“ýË @~ ç|ŸC²ã |Ÿ¯¿£Œ
1. ×.mdt.m.m |Ÿ¯¿£Œ
2. uÉs |Ÿ¯¿£Œ
3. syîHàŽ çbþçÂ>d¾yŽ eÖç{ì™ddt |Ÿ¯¿£Œ
4. ‚+|¾&Hî àŽ |Ÿ¯¿£Œ

100. Children with which level of intellectual disability is

considered as custodial group
1. Cerebral Palsy
2. Severe & Profound intellectual disability
3. Moderate intellectual disability
4. Mild intellectual disability
@ kÍÆsTT ‹T~Æ eÖ+<Š«Ôá >·\ |¾\ý¢ qT ¿£kþ¼&j
 Tá ýÙ ç>·Ö|ŸÚÅ£” #î+~q
ysÁT>± |Ÿ]>·Dkì ÍïsTÁ .
1. ™d]ç‹ýÙ bÍ©à
2. d¾$jáTsY Ê çbõb˜å+&Ž ‹T~Æ eÖ+<Š«Ôá
3. yîÖ&ƒ¹s{Ù ‹T~Æ eÖ+<Š«Ôá
4. yîTý® ¦Ù ‹T~Æ eÖ+<Š«Ôá
101. Field vision of Normal person is
kÍ<ó‘sÁD eÖqeړ <Šw¾¼ ¹¿ŒçÔá+
1. 360°
2. 180°
3. 90°
4. 60°

102. Maximum number of dots in a cell in Braille script

çuÉsTT© *|¾ sjáTT³Å£” ÿ¿£ >·&ý Ë >·]wŸ+¼ >± –|ŸjÖî Ð+#û
#áT¿£Ø\ dŸ+K«
1. 4
2. 5
3. 6
4. 7

103. “Types” are used in

1. Abacus
2. Taylor Frame
3. Matrix
4. Geometry
“Types” qT ¿ì+~ y“ýË –|ŸjÖî ÐkÍïsTÁ .
1. nu²¿£dt
2. fñ\sY ç|˜yTŽ
3. eÖçÜ¿£\T
4. C²«$TÜ
104. The headquarters of National Institute for the empowerment of
Persons with Visual Disabilities is located at
1. Mumbai
2. Hyderabad
3. Dehradun
4. Delhi
<Šw¾¼ yî¿Õ ý£ ²«\Tq• e«Å£”ï\ kÍ~ó¿±sÁ C²rjáT dŸ+dŸÆ
ç|Ÿ<‘ó q ¿±s«\jáT+ ‚¿£Ø&ƒ –+~
1. eTT+u²sTT
2. ™VÕ²<Šsu²<Ž
3. &îçVŸä&ƒÖHŽ
4. &󍩢

105. The correct English word to the word written in Braille is

ç¿ì+~ çuÉsTT©ýË sd¾q |Ÿ<‘“¿ì dŸs qÕ €+>·¢ |Ÿ<+Š

1. TRUE
2. LOVE
3. VERY
4. GOOD
106. Louis Braille birth day is on
1. 4th December
2. 4th January
3. 4th February
4. 4th March
\ÖsTÖ çuÉsTT© |ŸÚ{ì¼q sÃE
1. 4 &™d+‹sÁT
2. 4 Èqe]
3. 4 |˜¾ç‹e]
4. 4 eÖ]Ì
107. Children with visual impairment can easily learn from
computers using the following software
<Šw¾¼ ýË|Ÿ+ >·\ |¾\\¢ T ‡ kÍ|˜ty¼ sû Y <‘Çs ¿£+|ŸP«³sYýË
HûsÁTÌÅ£”+{²sÁT
1. JAWS
2. Windows
3. JEWS
4. Oracle

108. A person with visual acuity of 6/6 has

1. Low vision
2. Total Blindness
3. Normal vision
4. Partial blindness
ÿ¿£ e«¿ìï jîTT¿£Ø <Šw¾¼ dŸÎwŸ¼Ôá 6/6 >± –q• nÔᓿì
1. ÔáŔ£ Øe <Šw¾¼ ýË|Ÿ+
2. |ŸP]ï n+<óŠÔáÇ+
3. kÍ<ó‘sÁD <Šw¾¼
4. bͿ쌿£ n+<óŠÔáÇ+
109. Persons with low vision use the following optical device
1. Telescope
2. Cane
3. Braille slate
4. Microscope
ÔáŔ£ Øe <Šw¾¼ ýË|Ÿ+ >·\ e«Å£”\ï T ¿ì+~ €|¾¼¿ý£ Ù
–|Ÿ¿£sÁD²“• y&ƒTԐsÁT
1. fÉ*kþØ|t
2. #ûÜ¿£çsÁ
3. çuÉsTT© |Ÿ\¿£
4. yîTç® ¿ÃkþØ|t

110. The Shape printed on Rs. 500 currency note for identification
by persons with Visual Impairment is
1. Square
2. Triangle
3. Rectangle
4. Circle
sÁÖ. 500 ¿£s úà HóT™|Õ <Šw¾¼ ýË|Ÿ+ >·\ e«Å£”ï\ kå¿£s«Á + ¿ÃdŸ+
eTTç~+ºq €¿±sÁ+
1. #áÔTá sÁçdŸ+ï
2. çÜuó„TÈ+
3. BsÁé #áÔáTsÁçdŸ+
4. eÔá+ï
111. Mixed hearing loss is a mixture of
1. Conductive & Sensorineural
2. Congenital & Conductive
3. Congenital & Conjugative
4. Super Sensoral
$T¿ùà&Ž V¾²jáT]+>´ ý²dt ¿ì+~ y“ dŸyTû ˆÞøq+
1. ¿£HŽ&ƒ¿ì¼yŽ Ê ™dqà¯qÖ«sÁýÙ
2. ¿£HCŽ “É ³ýÙ Ê ¿£H&Ž ƒ¿y¼ì Ž
3. ¿£HCŽ “É ³ýÙ Ê ¿±+E¹>{ìyŽ
4. dŸÖ|ŸsY ™dHÃàsÁýÙ

112. BERA stands for

BERA nq>±
1. Brainstem Evoked Response Audiometer
2. Bold Embossed Response Activity
3. Bone Evoked Response Audiometer
4. Brain Evolved Recall Analysis

113. Malleus, Incus, Stapes bones are located in

1. Inner Ear
2. Outer Ear
3. Middle Ear
4. External Ear
eÖ\dt, ‚+¿£d,t d¼|d¾ t nHû eTÖ&ƒT meTT¿£\T m¿£Ø&ƒ –+{²sTT.
1. ýË|Ÿ* #î$
2. u²VŸ²« #î$
3. eT<ó«Š #î$
4. ‹jáT{ì #î$
114. Sound intensity of normal conversation between two persons
‚<ŠsÝ TÁ e«Å£”ï\ eT<ó«Š È]¹> kÍ<ó‘sÁD dŸ+uó²wŸD\ Xø‹Æ rçeÔá
1. 25 dB
2. 50 dB
3. 75 dB
4. 100 dB

115. Through which one of the following tests we can identify

accurate hearing loss in the ear
1. Pure Tone
2. BERA
3. Infidence
4. Early Intervention
¿ì+~ y“ýË @ $“¿ì& |Ÿ¯¿£Œ <‘Çs KºÌÔáyîT®q $“¿ì& ýËb͓•
>·T]ï+#áe#áTÌ.
1. |ŸP«sY {ËHŽ
2. uÉs
3. ‚HŽ|˜¾&HŽà
4. m¯¢ ‚+³ÂsÇqüHŽ
116. Children with Hearing Impairment cannot be trained in the
following area
1. Cell phone repairing
2. Drawing
3. Dance
4. Music
$“¿ì& ýË|Ÿ+>·\ |¾\\¢ Å£” ¿ì+~ n+Xø+ýË ¥¿£D
Œ ‚eÇ&ƒ+ ¿£w+¼Ÿ
1. ™dýÙbþ˜ HŽ eTsÁeTˆÔáTï
2. ºçÔáýñKq+
3. H³«+
4. dŸ+^Ôá+

117. When should a child uses hearing aid in a day

1. Total day
2. Only in School
3. At home only
4. Except during sleep and bath time
$“¿ì& ýË|Ÿ+ >·\ |¾\¢y&ƒT $“¿ì& jáT+çԐ“• sÃEýË
m|Ÿð&ƒT –|ŸjÖî Ð+#*.
1. sÃE yîTTÔáï+
2. u&ýË –q•|Ÿð&ƒT eÖçÔáyTû
3. ‚+{Ë¢ –q•|Ÿð&ƒT eÖçÔáyTû
4. “ç<ŠbþÔáTq•|Ÿð&ƒT, k͕q+ #ûdTŸ qï •|Ÿð&ƒT Ôá|Ο
118. Children with Hearing Impairment doesn’t require
1. IEP
2. Hearing Aid
3. Ear Mould
4. Cane
$“¿ì& ýË|Ÿ+ >·\ |¾\¢\Å£” B“ nedŸs+Á ýñ<TŠ
1. ×.‚.|¾
2. $“¿ì& jáT+çÔá+
3. ‚jáTsY eTòýÙ¦
4. #ûÜ¿£çsÁ

119. Candle flame is used in speech therapy to train this sound

1. ‘P’ Sound
2. ‘B’ Sound
3. ‘F’ Sound
4. ‘M’ Sound
yî\T>·TÔáTq• ¿=y=ÇÜï“ dÓÎ#Y <î̧sÁ|ý¾ Ë @ Xøu²Æ“¿ì dŸ+‹+~ó+º ‚#ûÌ
¥¿£D
Œ ýË y&ƒTԐsÁT
1. »|tµ Xø‹+Ý
2. »uÙµ Xø‹Ý+
3. »|˜µt Xø‹+Ý
4. »yŽTµ Xø‹+Ý
120. Total communication method is being used in teaching for
children with
1. Thalasemia
2. Visual impairment
3. Hearing impairment
4. Cerebral Palsy
{˳ýÙ ¿£eTÖ«“¹¿wŸHŽ $<ó‘H“• M]¿ì uË~ó+#áT³ýË –|ŸjîÖÐkÍïsÁT
1. <¸Š\d$TjáÖ
2. <Šw¾¼ ýË|Ÿ+
3. $“¿ì& ýË|Ÿ+
4. ™d]ç‹ýÙ bÍ©à

121. One student is often telling components in random order than

in a sequence. This is the characteristic of
1. Multiple Disability
2. Hearing Impairment
3. Hemophelia
4. Learning Disability
ÿ¿£ $<‘«]œ ÔásTÁ #áT>± esÁTdŸ ç¿£eT+ýË #îbÍÎ*àq n+Xæ\qT eÖ]Ì
#î|ڟ Hï •&ƒT. nÔá“¿ì –q• \¿£D
Œ + B“¿ì dŸ+‹+~ó+ºq~
1. ‹VŸQÞøy¿Õî £\«+
2. $“¿ì& ýË|Ÿ+
3. VÓ²yîÖ|˜Ó*jáÖ
4. nuó«„ dŸq dŸeTdŸ«
122. Children with Autism are identified more here
1. Metro cities
2. Towns
3. Rural areas
4. Tribal areas
€{ìÈ+ >·\ ç|ŸÔ«û ¿£ nedŸs\ |¾\\¢ qT mÅ£”Øe>± ‚¿£Ø&ƒ >·T]ïkÍïsTÁ .
1. q>·sÁ çbÍ+Ôá+ýË
2. |Ÿ³D ¼ çbÍ+Ôá+ýË
3. ç>±MTD çbÍ+Ôá+ýË
4. Ð]Èq çbÍ+Ôá+ýË

123. Echolalia means

1. Listening to what others say
2. Repeating what someone else said
3. Not listening to what others say
4. Not speaking
»m¿Ãý²*jáÖµ nq>±
1. ‚ÔásTÁ \T #î|ξ q <‘“• $q&ƒ+
2. ‚ÔásTÁ \T #î|ξ q <‘“• eT°ß eT°ß #î|Ο &ƒ+
3. ‚ÔásTÁ \T #î|ξ q <‘“• $q¿£bþe&ƒ+
4. eÖ{²¢&¿ƒ £ bþe&ƒ+
124. Which of the following does not related to
Learning Disabilities
1. Dysgraphia
2. Dyspraxia
3. Dyslexia
4. Ataxia
¿ì+~ y“ýË nuó«„ dŸq dŸeTdŸ«\Å£” #î+<Š“~
1. &dt ç>±|˜j
¾ Öá
2. &dt çbÍ¿ìàjáÖ
3. &dt ýÉ¿àì jáÖ
4. n{²¿ìàjáÖ

125. Children with special needs shall not be allowed to sit when
teacher is not in classroom. This is
1. Strongly agreed
2. Partially agreed
3. Strongly disagreed
4. Partially disagreed
–bÍ<ó‘«jáTT&ƒT Ôás>Á Ü
· >·~ýË ýñq|Ÿð&ƒT ç|ŸÔ«û ¿£ nedŸs\T >·\
|¾\\¢ qT Ôás>Á Ü
· >·~ýË –+#ás<ŠT. B““ HûqT
1. |ŸP]ï>± dŸeT]œkÍïqT
2. bͿ쌿£+>± dŸeT]œkÍïqT
3. |ŸP]ï>± e«Ü¹s¿ìkÍïqT
4. bͿ쌿£+>± e«Ü¹s¿ìkÍïqT
126. The appropriate teaching method to introduce colours to the
children with hearing impairment is
1. Lecture method
2. Demonstration method
3. Lecture cum demonstration method
4. Project method
sÁ+>·T\qT |Ÿ]#ájTá + #ûjTá &†“¿ì $“¿ì& ýË|Ÿ+ |¾\¢\Å£”
‡ uË<óŠH |Ÿ<ŠÆÜ dŸÂsÕq~
1. –|ŸH«dŸ |Ÿ<ÜƊ
2. ç|Ÿ<sŠ ôÁ H |Ÿ<Ü ÆŠ
3. –|ŸH«dŸ, ç|Ÿ<sŠ ôÁ H |Ÿ<ÜƊ
4. çbÍCÉŔ£ ¼ |Ÿ<Ü
Ɗ

127. These children can understand by observing teacher’s

lip movements in classroom.
1. Hearing Impairment
2. Low - vision
3. Visual Impairment
4. Autism
Ôás>Á Ü
· >·~ýË –bÍ<ó‘«jáTT\ ™|<ŠeÚ\ ¿£<*Š ¿£\T >·eT“+#á&+ƒ
€<ó‘sÁ+>± ‡ |¾\\¢ T nsÁ+œ #ûdTŸ Å£”+{²sÁT
1. $“¿ì& ýË|Ÿ+
2. ÔáŔ£ Øe <Šw¾ý¼ Ë|Ÿ+
3. <Šw¾ý¼ Ë|Ÿ+
4. €{ìÈ+
128. 4 feet 10 inches or less height of an adult is called
1. Mental ill person
2. Dwarf
3. Blind
4. Deaf
4 n&ƒT>·T\ 10 n+>·TÞ²\T ýñ<‘ n+Ôá ¿£H• ÔáŔ£ Øe mÔáTï >·\
™|<ŠÝy]“ @eT“ |¾\TkÍïsÁT.
1. eÖqd¾¿s£ ÃÐ
2. eTsÁT>·TE¨
3. n+<óŠT&ƒT
4. ‹~ósÁT&ƒT

129. The disability which does not required special teaching

methods is
1. Learning Disabilities
2. Low - Vision
3. Orthopedical Impairment
4. Cerebral Palsy
ç|ŸÔ«û ¿£ uË<óHŠ  |Ÿ<Ô
Ɗ Tá \T nedŸs+Á ýñ“ yî¿Õ \£ «+
1. nuó«„ dŸq dŸeTdŸ«\T
2. ÔáŔ£ Øe <Šw¾ý¼ Ë|Ÿ+
3. Xæ¯sÁ¿£ n+>·yîÕ¿£\«+
4. ™d]ç‹ýÙ bÍ©à
130. These children are not to be enrolled in special schools
1. Children with intellectual Disability
2. Children with normal abilities
3. Children with Autism spectrum Disorder
4. Children with Hearing impairment
ç|ŸÔ«û ¿£ bÍsÄXÁ æ\ýË¢ ‡ |¾\\¢ qT qyîÖ<ŠT #ûdTŸ ¿ÃsÁT
1. ç|ŸÔ«û ¿£ nedŸs\T >·\ ‹T~Æ eÖ+<Š«Ôá |¾\\¢ T
2. kÍ<ó‘sÁD kÍeTsœ«\T >·\ |¾\\¢ T
3. ç|ŸÔ«û ¿£ nedŸs\T >·\ €{ìÈ+ ™dÎç¿£y¼ TŽ &C²sÁs¦ Y |¾\\¢ T
4. ç|ŸÔ«û ¿£ nedŸs\T >·\ $“¿ì&ý Ë|Ÿ+ >·\ |¾\\¢ T

131. Basic requirements in learning process

1. Concrete to abstract
2. Complex to simple
3. Parts to whole
4. Unknown to known
nuó«„ dŸq ç|Ÿç¿ìjTá ýË çbÍ<¸$Š T¿£yTî q® $
1. eTÖsÁ+ï qT+& neTÖsÁ+ï
2. ¿ìw¢ ¼ŸÔá qT+& dŸsÞÁ +ø
3. uó²>±\ qT+& yîTTÔá+ï
4. Ôî*jáT“ <‘“ qT+& Ôî*d¾q<‘“¿ì
132. ‘Mirror’ is used as a teaching learning aid for these children
very often.
1. Intellectual Disability
2. Hemophilia
3. Parkinson’s Disease
4. Hearing Impairment
»n<‘Ý“•µ uË<óŠHuó„«dŸq |Ÿ]¿£sÁ+>± ‡ |¾\¢\ ¿ÃdŸ+
Ôás#Á Tá >± y&ƒTԐsÁT.
1. ‹T~Æ eÖ+<Š«Ôá
2. VÓ²yîÖ|˜*Ó jáÖ
3. bÍ]ØHŽdŸHŽà y«~ó
4. $“¿ì& ýË|Ÿ+

133. Dyscalculia is related to

1. Thalassemia
2. Hemophilia
3. Multiple sclerosis
4. Learning Disabilities
&d¿t ±ýÙŔ£ *jáÖ nHû~ B“¿ì dŸ+‹+~ó+ºq~
1. <¸Š\dÓ$TjáÖ
2. VÓ²yîÖ|˜*Ó jáÖ
3. eT*¼|ڟ˜ ýÙ dÓØ¢ sÃd¾dt
4. nuó«„ dŸq dŸeTdŸ«\T
134. Individual’s cognitive ability depends on
1. Age
2. Experience
3. Wisdom
4. Health
e«¿ìï jîTT¿£Ø yûT<ó‘Xø¿ïì B“ ™|Õ €<ó‘sÁ|&Ÿ  –+³T+~.
1. ejáTdŸTà
2. nqTuó„e+
3. C²ãq+
4. €sÃ>·«+

135. A child identified as children with special needs at an early

age, need to start
1. Swimming
2. Writing
3. Early intervention
4. Vocational Education
ç|ŸÔ«û ¿£ nedŸs\T >·\ |¾\¢y“>± ºq• ejáTdŸTàýË >·T]ïdï yî+³Hû
çbÍsÁ+_ó+#*àq~
1. ‡Ôá
2. sÔá
3. m¯¢ ‚+³ÂsÇqüHŽ
4. eÜï $<Š«
136. Whom will you select to provide dance training
1. Children with visual impairment
2. Children with hearing impairment
3. Children with Hemophelia
4. Children with Multiple disabilities
H³«+ Hû]Î+#áT³Å£” ¿ì+~ y]ýË me]“ m+|¾¿£ #ûkÍïsÁT
1. <Šw¾¼ýË|Ÿ+ >·\ y]“
2. $“¿ì& ýË|Ÿ+ >·\ y]“
3. VÓ²yîÖ|˜Ó*jáÖ >·\ y]“
4. ‹VŸQÞøy¿Õî £\«+ >·\ y]“

137. Hot or cold state; soft or hard; heavy weight or light weight
can be identified through this sense
1. Auditory
2. Tactile
3. Visual
4. Olfactory
yû& ýñ<‘ #á\“¢ d¾Ü
œ “, yîTÔáï>± ýñ<‘ >·{>¼ì ±, ‹sÁTeÚ>± ýñ<‘ Ôû*¿£>±
–+&û >·TD²\qT >·T]ï+#áT³qT ‡ C²ãq+ <‘Çs Ôî\TdŸTÅ£”+{²sÁT
1. çXøeD+
2. dŸÎsÁô
3. <Šw¾¼
4. ç|˜ŸÖD+
138. Under which Central Government Scheme, the person with
disabilities get Aids & Appliances for subsidized prices.
@ ¿¹ +ç<Š ç|ŸuT„ó ÔáÇ |Ÿ<¿Š¸ +£ <‘Çs ~y«+>·T\Å£” ssTTr™|Õ
–|Ÿ¿s£ D
Á ²\T \_ókÍïsTT.
1. ALIMCO
2. ALPHA
3. ADIP
4. NEP

139. Which disability can be identified easily by seeing the

following
1. Hearing impairment
2. Learning Disability
3. Autism
4. Orthopedical Impairment
¿ì+~ y“ýË @ yî¿Õ ý£ ²«“• #áÖ&ƒ>±Hû dŸT\uó+„ >± >·T]ï+#áe#áTÌ
1. $“¿ì& ýË|Ÿ+
2. nuó«„ dŸq dŸeTdŸ«\T
3. €{ìÈ+
4. Xæ¯sÁ¿£ n+>· yî¿Õ \£ «+
140. New born baby expresses usually
1. Crying
2. Smiling
3. Angry
4. Crawling
n|Ÿð&û |ŸÚ{ìq¼ ¥Xø—eÚ kÍ<ó‘sÁD+>±
1. @&ƒTkÍï&ƒT
2. qeÚÇԐ&ƒT
3. ¿Ã|ŸÐ+#áTÅ£”+{²&ƒT
4. çbÍÅ£”Ԑ&ƒT
141. Those who writes bizarre hand writing are called as
1. Dyscalculia
2. Dyslexia
3. Dysgraphia
4. Dyspraxia
ndŸeï «dŸï #ûÜsÔá sd y]“ ‚ý² |¾\TkÍïsTÁ
1. &dt ¿±ýÙŔ£ *jáÖ
2. &dýt É¿àì jáÖ
3. &dtç>±|˜¾jáÖ
4. &dçt bÍ¿ìàjáÖ

142. Those who are having difficulties in reading, writing and

comprehending are called as
1. Hemophelia
2. Thalassemia
3. Dyslexia
4. ADHD
#á<eŠ &ƒ+, sjáT&ƒ+ eT]jáTT nsÁ+œ #ûdTŸ ¿Ãe&ƒ+ýË dŸeTdŸ«\T
m<ŠTs=ØHû y]“ ‚ý² |¾\TkÍïsTÁ
1. VÓ²yîÖ|˜*Ó jáÖ
2. <¸\Š d$TjáÖ
3. &dýt É¿àì jáÖ
4. m.&.™V²#Y.&
143. In RPWD Act-2016 Guidelines for Certification of Specified
Disabilities mentioned in chapter number
~y«+>·T\ VŸ²Å£”Ø\ #á³¼+`2016ýË yî¿Õ ý£ ²«\Å£” dŸ+‹+~ó+º <óŠ M¿£sD
Á
eÖsÁ<Z ŠsôÁ ¿±\T @ n<ó‘«jáT+ýË |s=ØH•sÁT.
1. 7
2. 8
3. 9
4. 10

144. Children with special Needs, when expresses aggressive

behaviour in classroom shall be controlled through
this method.
1. Corporal punishment
2. Isolation with counselling
3. Expel from classroom
4. Ignore that activity
Ôás>Á Ü
· >·~ýË <óNJ +dŸ |ŸP]Ôá ç|ŸesÁqï qT #á֝| ç|ŸÔû«¿£ nedŸs\T
>·\ |¾\\¢ qT ‡ $<ó‘q+ <‘Çs “jáT+çÜ+#áe#áTÌ.
1. <Š+&ƒq #ûjáT&ƒ+
2. ÿ+³]>± –+º eT+çÔáD+ #ûjTá &ƒ+
3. Ôás>Á Ü · >·~ qT+& yî*yûjTá &ƒ+
4. |Ÿ{+¼ì #áT ¿Ã¿£bþe&ƒ+
145. Child with special needs are not to be involved in the
following
1. To attend marriages along with family members
2. Festivals / Jatharas organized in village
3. To visit relatives and friends houses
4. To drive vehicles
ç|ŸÔ«û ¿£ nedŸs\T >·\ |¾\¢\qT ¿ì+~ y{ìýË
uó²>·kÍÇeTT\qT #ûjTá s<ŠT
1. Å£”³T+‹ dŸuT„ó «\Ôà yîÞßâ $yVŸä\T
2. ç>±eT+ýË È]¹> |Ÿ+&ƒT>·\T / C²ÔásÁ\T
3. ‹+<óTŠ $TçÔáT\ “ykÍ\Å£” yîÞßø &ƒ+
4. yVŸ²H\qT q&ƒ|³ Ÿ +

146. These children will perform well, if they are trained in

computer graphics & designing.
1. Intellectual Disability
2. Visual Impairment
3. Hearing Impairment
4. Cerebral palsy
‡ |¾\\¢ Å£” ¿£+|ŸP«³sY ç>±|˜¿¾ àù Ê &C“ÕÉ +>´ýË ¥¿£ŒD“dï u²>±
sDì+#ûne¿±Xø+ –+~.
1. ‹T~Æ eÖ+<Š«Ôá
2. <Šw¾ý¼ Ë|Ÿ+
3. $“¿ì& ýË|Ÿ+
4. ™d]ç‹ýÙ bÍ©à
147. It is usually said that these people are having more memory
power than others
1. Autism
2. Thalassemia
3. Visual Impairment
4. Cerebral Palsy
M]¿ì $T>·Ô y] ¿£+fñ mÅ£”Øe C²ã|¿Ÿ £ Xø¿ïì –+³T+<Š“ n+{²sÁT.
1. €{ìÈ+
2. <¸\Š d$TjáÖ
3. <Šw¾ý¼ Ë|Ÿ+
4. ™d]ç‹ýÙ bÍ©à

148. Blind folding the eyes and ask the children to identify
particular child by observing their voice, relates to
1. Visual skill
2. Auditory skill
3. Tactile skill
4. Olfactory skills
¿£Þßø Å£” >·+Ôá\T ¿£{¼ì, ÔáeT ÔÃ{ì |¾\\¢ dŸÇs“• ‹{ì¼ € |¾\y¢ “•
>·T]ï+#û ç|Ÿç¿ìjTá <û“¿ì dŸ+‹+~ó+ºq~
1. <Šw¾¼ Hî|Õ ÚŸ D«+
2. çXøeD Hî|Õ ÚŸ D«+
3. dŸÎsô HîÕ|ŸÚD«+
4. ç|˜ÖŸ D Hî|Õ ÚŸ D«+
149. This part of the body may affect by cerebral palsy for the
persons with Hemiplegia
1. Legs
2. Hands
3. Legs and hands
4. One side of the body
™V²MT|ӛ¢ jáÖ >·\ y]¿ì Xø¯sÁ+ýË ‡ uó²>·+ |Ÿ¿Œ£yÔ“¿ì
>·T] neÚÔáT+~
1. ¿±Þø—ß
2. #ûÔáT\T
3. ¿±Þø—ß Ê #ûÔTá \T
4. Xø¯sÁ+ýË ÿ¿£y|Õî ڟ uó²>·+

150. During lunch break in school Children with Special Needs

required co-operation and support from
1. Teachers
2. Headmaster
3. Non teaching staff
4. Peer group
eT<ó‘«VŸ²• uóËÈq dŸeTjáT+ýË bÍsÄXÁ æ\ý˓ ç|ŸÔ«û ¿£ nedŸs\T >·\
|¾\\¢ Å£” M] dŸVäŸ jáT dŸV²Ÿ ¿±s\T nedŸs+Á
1. –bÍ<ó‘«jáTT\T
2. ç|Ÿ<‘ó HÃbÍ<ó‘«jáTT\T
3. uË<óŠHûÔásÁ d¾‹Ò+~
4. ÔÃ{ì |¾\\¢ T / dŸeTejáTdŸTØ\T