Special Education And Support Services (Ch-8) Important Questions || Class 12 Home Science Chapter 8 in English ||

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Chapter – 8

Special Education And Support Services

In this post, we have given the Important Questions of Class 12 Home Science Chapter 8 (Special Education And Support Services) in English. These Important Questions are useful for the students who are going to appear in class 12 board exams.

BoardCBSE Board, UP Board, JAC Board, Bihar Board, HBSE Board, UBSE Board, PSEB Board, RBSE Board
ClassClass 12
SubjectHome Science
Chapter no.Chapter 8
Chapter Name(Special Education And Support Services)
CategoryClass 12 Home Science Important Questions in English
Class 12 Home Science Chapter 8 Special Education And Support Services Questions in English

Chapter 8 Special Education And Support Services

Very Short answer Questions

Q1. Who provide special education to the children with disability?

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Ans. Special Educators.

Q2. What is inclusive education?

Ans. When children / students with special education needs study in general classrooms with their peers, the arrangement is called inclusive education.

Q3. What is disability according to the World Health Organization?

Ans. According to the World Health Organisations (WHO), ‘disability’ is an umbrella term that covers impairments, limitations in activity and restrictions in participation.

Q4. What do you understand by Special Education ?

Ans. Special Education means specially designed instruction for children in all settings such as classroom, home, workplace, public places, the street and the rehabilitation homes.

Short answer questions (2 marks)

Q1. Our school system is not quite equipped to provide education to children with disabilities. Why?

Ans. The primary reason is that during the training general education teachers may have not been oriented adequately to special methods that are required to work with students who have different kind of needs.

Q2. What guidelines are there for teachers in an inclusive classroom?


  • In an inclusive classroom, teachers have to be sensitive to students with SEN.
  • Teacher should make lesson interesting.
  • The teacher should break the lesson into small units.
  • The teacher should work slowly and patiently with the child.

Q3. The need for special educators and other personnel in education. programmes both in special and inclusive education settings has been increasing over time. Why? Give 2 reasons.


  • The need for special educators has increased after the persons with Disabilities (PWD) Act 1995 was passed.
  • Sarva Shiksha Abhiyan (SSA) now Samagra Shiksha has provision for eight years of education for all children including those with disabilities.

Q4. Write about the Education scope related to special education.


  • After class X, one can became an early childhood special educator.
  • can become head of special education programmes.
  • can become manager of special schools.
  • can became special educators and master trainers in Non-governmental organisation.

Short answer questions (3 marks)

Q1. In what three categories can the cause of disability be categorize?

Ans. The Causes of disability can be grouped under three categories

  • Factors that affect before birth, both genetic and non-genetic.
  • Factors that affect the child at birth or soon after birth.
  • Factors that impinge on the child during the develoment period.

Q2. For special and inclusive education to be effective, which support services should be available to the children, educators and parents?

Ans. Support services

  • Resource materials for students with SEN and educators.
  • Transportation for students
  • Speech Therapy
  • Physical and occupational Therapy
  • Counselling for children, parents and educators.
  • Medical services.

Long Answer Questions (4 marks)

Q1. Briefly explain the specific methods and procedures in special education that enable the special educators to teach children with SEN systematically.


  • First an assessment of the child’s / student’s level in different areas of development and learning is undertaken for eg. In areas of cognitive development, language development or social skills.
  • Based on the assessment report, an Individualized Education Programme (IEP) is developed for each student that is used to guide work with the student.
  • Regular evaluation of the IEP is undertaken to determine whether learning and development goals are being met and to check the student’s progress.
  • All along, access and use of support services (eg. Speech therapy) are facilitated, so that special education has the desirable effect on the student.

Q2. Who are called disabled children? How disabilities can be classified?

Ans. Some children are born with a physical, sensory or mental impairment. Some others may develop a disability as they grow that substantially limits them in their daily life activities. In academic terms they are referred to as children with disability. In the public domain they referred to as being challenged or differently abled”.

Classification of disabilities –

  • Intellectual impairment (limitation in intellectual functioning and adaptive skills).
  • Visual impairment – (includes low vision and total blindness)
  • Hearing impairment (includes partial hearing loss and deafness)
  • Cerebral palsy- (difficulties of movement, posture, speech and hand functions due to brain damage)
  • Autism – (a disability affecting communication, social interaction and play behaviour)
  • Locomotor disability (difficulties in locomotion due to damage to bones, joints and muscles)
  • Learning disabilities (difficulties in reading writing and arithmetic)

Long Answer Question (5 marks)

Q1. What do you understand by inclusive education. What is the philosophy behind this approach ? Briefly explain several models of special /inclusive education.

Ans. When children / students with SEN study in general classrooms with their peers, the arrangement is called ‘inclusive education’. The philosophy that guides this approach is –

  • Students with diverse needs (educational, physical, social and emotional) are placed together in age appropriate classes/ groups such that the students can optimally achieve their learning potential.
  • The school makes suitable adjustments and modifications in its curriculum, teaching methods and physical set up to facilitate their education.

Models of special /inclusive education

  • Some schools impart education exclusively to children with disabilities like intellectual impairment, cerebral palsy or visual impairment by special educators.
  • Inclusive Education – An inclusive school has facilities for children with special educational needs and are placed with other students in regular classrooms. In this system, the special educators provide pedagogical support to the regular teachers.
  • Integrated Education – emphasises placement of children with disability in mainstream school. The special educator then coordinates work with regular teachers and provides extra inputs to the students in a Resource Room of the School.

Q2. Explain various knowledge and skills required of personnel in special education.

Ans. Knowledge and skills required of personnel in special educationi.

  • Understanding one’s own beliefs and attitudes to disability – A stereotyped view is that disabled children are less able and hence not qualified for equal rights. We should modify this view and should develop positive attitudes.
  • Training in special education helps in understanding children’s needs, overcoming the prevailing myth and social stigmas related to their disabilities and developing positive attitudes towards them.
  • Developing sensitivity-
    • Special educators are expected to develop sensitivity towards children with disabilities.
    • They should work with the belief that children with disabilities can learn and grow like all children.
    • Special educators should communicate hope to these children and their parents.
    • An attitude of disregard or mere sympathy and charity towards disability should not be shown.
  • Knowledge about disabilities – Special educators must have a thorough knowledge about the nature of different disabilities, the development characteristics of children with these disabilities and what associated difficulties or disorders may be present that need attention.

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