Read the passage carefully and answer the question that follows -
The etymology of the word allows us to see the child with a disability as fighting against the odds. How high those odds are depends on many factors, of which type and severity of impairment are two of immediate concern. Irrespective of these factors, the principle of the teacher's role as assisting the young person not to allow the problem to impede development is attractive. The metaphor does not lie only with the child with the particular disability; in the inclusive classroom it allows a picture of the teacher monitoring the learner, all learners, irrespective of physique, internal bodily systems, psychological adjustment or intelligence. Inclusion does not mean that handicap does not exist. If a disability handicaps performance in any significant way then in those areas a specific attack needs to be made on how the problem can be overcome. This may mean modifying curriculum demands and hence the need for a critical, objective assessment of skills and strengths that can be built up. It may mean devising and teaching strategies the child can use when faced with the situations they find difficult. Focusing on these practical aspects of the learner's needs will have the effect of lessening thinking about the disability and more on the achievement of goals and increasing abilities. It will also change the teacher's attitudes. Inclusion will be seen not as an insurmountable challenge but as a process of learning that affects everyone in the class and school.
The question asks what the challenges faced by a person with a disability depend on the most, according to the provided passage.
Analyzing the Passage on Disability Challenges
The passage discusses the role of teachers in supporting children with disabilities within an inclusive classroom. It emphasizes focusing on overcoming difficulties and promoting development rather than solely dwelling on the disability itself.
The text specifically addresses the factors influencing the severity of challenges:
- The passage states, "How high those odds are depends on many factors, of which type and severity of impairment are two of immediate concern."
- "Odds" in this context refers to the difficulties or challenges a person faces.
- "Severity of impairment" directly correlates with the "Degree of disability."
Evaluating the Options Based on the Passage
Let's examine how each option relates to the passage's content:
- Attitudes of the society: While societal attitudes are crucial for inclusion, the passage doesn't explicitly single them out as the factor the challenges depend on *most*. It focuses more on the practical aspects of managing the disability itself.
- Degree of disability: The passage explicitly mentions "severity of impairment" as a key factor determining the magnitude of challenges ("odds"). This aligns directly with this option.
- Socio-economic condition of the family: This factor is not mentioned in the passage as a determinant of the challenges faced by the person with disability.
- Behaviour of peers: Similar to societal attitudes, peer behavior is important but not highlighted in the passage as the primary factor influencing the challenges themselves, unlike the severity of the impairment.
Conclusion on Key Determinants
Based on the direct statement within the passage, the degree of disability (or severity of impairment) is presented as a primary factor influencing the challenges or "odds" that a person with a disability faces. The passage emphasizes practical strategies to manage these challenges, stemming from the nature and severity of the impairment.
Important Questions from Inclusive Classroom - Teaching
- Inclusive classrooms are___
- Match the LIST-I with LIST-II
LIST-I (Strategies for mitigating bias in classroom) LIST-II (Example A. Stereotype Replacement I. Building opportunities to learn about first-person perspective of students in class B. Counter-stereotypic Imaging II. Learn about a range of individuals from different social groups C. Individuating III. Plan ahead in teaching to ensure non-stereotypic examples D. Perspective-Taking IV. Ask students to introduce significant things about themselves during class
Choose the correct answer from the options given below:
