Cooperative learning promotes inclusion by:
Enhancing peer collaboration
Cooperative learning structures classroom activities so that students work together in small, mixed-ability groups toward a shared goal.
This structure enhances peer collaboration, as students of differing abilities and backgrounds support one another, building acceptance and reducing feelings of isolation among diverse learners.
Hierarchy, segregation, and ranking work against the collaborative and inclusive nature of this approach.
Therefore, the correct answer is enhancing peer collaboration.
Functional Behaviour Assessment supports inclusion because it :
Cultural inclusion requires teachers to :
Parental involvement strengthens inclusion because it :
An inclusive facilitator during conflict between diverse groups should prioritize:
| List - I | List - II |
| A. Writing Disability | I. Gender Identities |
| B. Socio-Economically Disadvantaged Group | II. Dysgraphia |
| C. National Mission for Mentoring | III. PARAKH |
| D. National Assessment Centre | IV. NCTE |
| LIST-I (Global Initiatives for Inclusive Education) | LIST-II (Primary Objective) |
| A. Education for All | I. Framing global commitment to inclusive and equitable education by 2030 |
| B. Sustainable Development Goal - 4 (SDG-4) | II. Advocating for inclusive education systems for learners with disabilities |
| C. Salmanca Statement | III. Ensuring universal access to basic education for all children |
| D. Incheon Declaration | IV. Promoting inclusive, equitable and quality education for lifelong learning |
| LIST-I (National Institutes) | LIST-II (Cities where they are situated) |
| A. National Institute for Rehabilitation, Training and Research (NIRTAR) | I. Chennai |
| B. National Institute for Empowerment of Persons with Multiple Disabilities (NIEPMD) | II. Kolkata |
| C. National Institute for the Empowerment of Persons with Intellectual Disabilities (NIEPID) | III. Cuttack |
| D. National Institute for the Orthopedically Handicapped (NIOH) | IV. Secundrabad |