TPFE-Schools

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2. Which dimension of the Index of Inclusion focuses on fostering a secure and collaborative community?

• Producing Inclusive Policies

• Developing Universal Design for Learning

• Evolving Inclusive Practices

• Creating Inclusive Cultures

What is the main objective of “Producing Inclusive Policies” within a school setting?

• To focus solely on academic performance

• To ensure inclusion is embedded in all school plans and practices

• To create individualized education plans

• To enforce strict behavioral guidelines

Differentiated instruction is a response to which of the following?

•  Teacher readiness and training

•  Curriculum rigidity

• Standardized testing requirements

• Student diversity in needs, interests, and learning styles

Which principle of Universal Design for Learning ensures that tasks can be performed with minimal fatigue?

• Flexible use

• Tolerance for error

• Low physical effort

• Equitable use

What is the role of an "errand monitor" in a differentiated classroom?

• To handle outside communication or material gathering

•  To discipline group members

•  To discipline group members

• To record group discussions

How does inclusive education differ fundamentally from mainstreaming?

•  It integrates students with disabilities in PE only

• It keeps students with special needs in a separate classroom

• It restructures the system to accommodate all students, not just placing them

• It focuses on labeling student abilities

Which of the following is NOT a common barrier to inclusion?

• Physical infrastructure

• Lack of teacher training

• Collaborative planning

• Overemphasis on performance standards

Which element of curriculum is NOT typically differentiated?

• Facilities

• Content

• Process

• Product

Universal Design for Learning provides multiple means of all EXCEPT:

• Representation

• Discipline

• Engagement

• Action and expression

Which of the following best describes “Creating Inclusive Cultures”?

• Writing inclusive policies for learners

• Modifying curriculum to include more visuals

• Building a welcoming community where all are valued

• Training teachers in special education methods