- 1. These
staff have the potential to be inclusive. For instance,
a specialist who helps teachers address the needs
of all students is working inclusively. A specialist
who pulls students out of class to work with them
individually on a regular basis is not.
A) Use of teaching assistants or specialists
B) Parental involvement:
C) Mag review
- 2. are allocated to schools to
work with children who have specific care needs.
They provide non-teaching care support. SNAs supportpupils who have care needs resulting from a disability,
behavioral difficulties or a significant medical issue.Jun 14,
202
A) Special needs assistants (SNAs)
B) Parental involvement:
C) Physical Barriers
- 3. Most schools strive for some
level of parental involvement, but it is often limited
to emails home and occasional parent–teacher
conferences. In a diverse school system, inclusion
means thinking about multiple ways to reach out to
parents on their own terms.
A) Physical barrier
B) Parental involvement
C) Makakapasa ka
- 4. There is a long list of barriers that hinder inclusive
education. These are summarized below
A) Barriers to Inclusive Education
B) attitude
C) Emotion
- 5. The greatest barriers to inclusion are caused by society, not
by particular medical impairments. Negative attitudes
towards differences result in discrimination and can lead to
a serious barrier to learning. Negative attitudes can take the
form of social discrimination, lack of awareness and
traditional prejudices
A) Attitudes
B) Physical barrier
C) Mag pray for exam
- 6. The vast majority of centers of learning are physically
inaccessible to many learners, especially to those who have
physical disabilities. In poorer, particularly rural areas, thecenters of learning are often inaccessible largely because
buildings are rundown or poorly maintained. They are
unhealthy and unsafe for all learners. Many schools are not
equipped to respond to special needs, and the community
does not provide local backing. Environmental barriers
included: doors, passageways, stairs and ramps and
recreational areas. A major problem identified by many
students is physically getting into scho
A) Teacher
B) Curriculum
C) Physical Barriers
- 7. In any education system, the curriculum is one of the major
obstacles or tools to facilitate the development of more
inclusive system. Curriculum is often unable to meet the
needs of a wide range of different learners. In many
contexts, the curriculum is centrally designed and rigid,
leaving little flexibility for local adaptations or for teachers
to experiment and try out new approaches. The content
might be distant to the reality in which the students live, and
therefore inaccessible and unmotivating.
A) Curriculum
B) Teacher
C) Physical barrier
- 8. Teachers' abilities and attitudes can be major limitations for
inclusive education. The training of staff at all levels is often
not adequate. Where there is training it often tends to be
fragmented, uncoordinated and inadequate. If teachers do
not have positive attitudes towards learners with special
needs, it is unlikely that these children will receive
satisfactory education.
A) Parent
B) Teachers
C) Student
- 9. Teaching and learning often takes place through a language
which is not the first language of some learners. This places
these learners, at a disadvantage and it often leads to
significant linguistic difficulties which contribute to learning
breakdown. Second language learners are particularly
subject to low expectations and discrimination.
A) Teacher
B) Language and communication
C) Language and culture
- 10. Inadequacies and inequalities in the education system and
are most evident in areas which have sustained poverty and
high levels of unemployment. The impact of violence and
HIV/AIDS can also have adverse effects.
A) Socio-economic factors
B) Economics
C) Socio cultural
D) Makakapasa ka
- 11. major constraint is serious shortages of resources – lack
of schools or inadequate facilities, lack of teachers and/or
shortage of qualified staff, lack of learning materials and
absence of support. The inadequacy of resources available
to meet the basic needs in education is a pervasive theme.
It is estimated that achieving education for all will require
additional financial support by countries and donors of about
US$ 8 billion per year (Dakar Framework for Action, 2000).
A) Budget
B) Insurance
C) Funding
- 12. Education systems are often centralized and this can inhibit
change and initiative. Responsibility for decisions tends to
be located at the highest level and the focus of management
remains orientated towards employees complying with rules
rather than on ensuring quality service delivery. There is
also a lack of information within many systems and oftenthere is not an accurate picture of the number of learners
excluded from the school system. Only a small percentage
of learners who are categorized as having ‘special needs'
receive appropriate education in ordinary schools or special
settings and there is no support available for those learners
who are outside the system. Existing provision after primary
school is inadequate to meet the needs.
A) Socio economic factor
B) Organization
C) Organisation of the education system
- 13. change, guided my standards, procedure, modify the
A) KNOWLEDGE
B) BEHAVIORISM
C) BEHAVIOR
- 14. Human being is shaped entirely by the environment
A) behavior.
B) Skills
C) Bahaviorism
- 15. mental pleasure more than physical
- free from anxiety & mental pain, against the principle of hedonism-
- pleasure is the highest good/ eat, drink and merry for tomorrow you
will die – pleasure principle of the epicureanism
A) epicureanism
B) Humanism
C) Idealism
- 16. individuals have no innate knowledge/ experience is the
source of knowledge
A) Pragnatism
B) Humanism
C) empiricism
- 17. build
Humanistic teachers believe that knowledge and feelings go hand-in-hand in
the learning process. Cognitive and affective learning are both important to
humanistic learning. Lessons and activities should focus on the whole student
and their intellect and feelings, not one or the other. A safe learning
environmen
A) Pragnatism
B) HUMANISM
C) Progressivism
- 18. Plato enough in mind
(own ideas) nothing exist except in mind of a man/ what we
want the world to be./ Values, belief, attitude and affective
- upholds goodness and truth / spirituality/ Rizal/ hero
A) IDEALISM
B) Pragnatism
C) Humanism
- 19. –Robert Hutchins constant, – focusing on unchanging/
universal truths/ ageless, eternal, classic / profound
Perennialists believe that the focus of education should be the ideas that have
lasted over centuries. They believe the ideas are as relevant and meaningful
today as when they were written.
A) REALISM
B) PERRENIALISM
C) PRAGNATISM
- 20. practice (T&E) practical – the emphasis is on how to
think, not what to think/ drill / results than principles
The student can go off and experiment with materials to learn how they work.
There will be a lot of scientific projects, writing tasks that involve topics that are
relevant to the student's life, and mathematical tasks that can be used by the
student when they go home at night.
A) PROGRESSIVISM
B) PRAGMATISM
C) PRAGNATISM
- 21. –Dewey/ Pestalozzi improve (process of development)
focuses on the whole child cultivation of individuality
- student needs & interest / change & growth
Progressivists believe that individuality, progress, and change are fundamental
to one's education. Believing that people learn best from what they consider
most relevant to their lives, progressivists center their curricula on the needs,
experiences, interests, and abilities of students
A) PROGRESSIVISM
B) REALISM
C) PRAGNATISM
- 22. enough to see/ tangible
- Aristotle, Herbart, Comenius, Pestalozzi, Montessori, hobees,
bacon, Locke (experience) fully mastery of knowledge.
A) REALISM
B) CONTRUCTIVISM
C) PRAGNATISM
A) CONTRUCTIVISM
B) REALISM
C) SOCIAL RECONSTRUCTIVISM
- 24. explicitly convey concepts and skills to students
A) Flipped classrooms
B) Inquiry-based learning
C) Direct Instruction
- 25. students absorb information on their own time, and use in-class time for
hands-on learning and problem solving.
Also known as blended learning, flipped classrooms embrace new edtech innovations and
prioritize face-to-face learning activities in order to boost student engagement.
gaps you can address in future lessons.
A) Direct Instruction
B) Flipped classrooms
C) Personalized learning
- 26. Best for: All ages
Kinesthetic learning is a specific learning style also known as tactile learning. Kinesthetic
learners absorb information best when it’s presented through hands-on demonstrations,
active learning and manipulatives.
A) Direct Instruction
B) Personalized learning
C) Kinesthetic learning
- 27. Game-based learning (GBL) is a modern teaching method that uses the power of games to
define and support learning outcomes. Game-based learning actually uses games to teach, as
opposed to gamification, which uses game elements like leaderboards and points to motivate
learning.
A) Game-based learning
B) Personalized learning
C) Kinesthetic learning
- 28. Inquiry-based learning is a teaching method that prioritizes student curiosity and independent
analysis. Students work to find the answer to an open-ended question or problem, using
evidence-based reasoning and problem-solving skills to reach a defendable conclusion.
A) Game-based learning
B) Inquiry-based learning
C) Trust of your self
- 29. tailors learning around individual
students’ needs, i
A) Inquiry-based learning
B) Personalized learning
C) Project-based learning
- 30. encourage learning through
real-world questions or challenges.
A) Inquiry-based learning
B) Game-based learning
C) Project-based learning
- 31. Problem-based learning is like project-based learning, with one major difference: it gives
students the problem at the start of a topic, before they’ve been taught some of the relevant
concepts.
Students receive an open-ended question and find their own information and resources. Your role
as a teacher is to provide materials and guidance when needed, and explain the evaluation
process.
A) Project-based learning
B) Game-based learning
C) Problem-based learning
- 32. working together to boost group performan
A) Problem-based learning
B) Teacher
C) Collaborative learning
- 33. use critical and creative
thinking skills in the context of everyday lessons.
For thinking-based learning to be effective, educators should build it directly into the curriculum
and all subjects — whether that’s understanding the why behind important math concepts or the
biases in ELA study materials.
Critical and creative thinking skills help students boost media literacy and understand all the
information at their fingertips on a daily basis.
A) Collaborative learning
B) Competency-based learning
C) Thinking-based learning
- 34. every
student master given skills before moving on to the next topic, unit, or even
A) Thinking-based learning
B) Competency-based learning
C) Collaborative learning
- 35. Best for: Middle school and up
In discussion-based learning, you facilitate the discussion while students talk through
problems in small groups.
Discussion-based learning helps promote critical thinking and independent learning, two
essential skills for existing in the modern world. Students will learn to:
A) Collaborative learning
B) Competency-based learning
C) Discussion-based learning
- 36. build emotional competencies
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