1.

Divya Des hmukh

2. Nurgyul Salimova
3. Koneru Humpy
4. Zhu Jiner
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1. Mah atma Gandh i
2. Gopal Kris hna Gokha le
3. Dada bhai Nao roji
4. Bal Gangadhar Tila k
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Test Center Name iON Digital Zone iDZ 2 Sector 62
Test Date 29/06/20 25
Test Time 1:00 PM - 3:0 0 PM
Subject TGT Special Education Teacher
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1. It per forms pre-audit funct ions o f government e xpenditure.

2. Its recommendations are binding on ministries.
3. It examines policy decisions made by the government.
4. It ensures t hat grants voted by Parliament a re spent within t he scope of the
de mand.
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Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Opens o r closes the circuit
2. Stores energy
3. Reduce s current
4. Increases voltage
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Option 2 I D :
Option 3 I D :
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1. Minis tr y of Communicat ion
2. Minis tr y of Finan ce
3. Minis tr y of Space
4. Minis tr y of Electronics and IT
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1. Percentage of net deman d and t ime liabilities to be maint ained by commercial
banks
with RB I
2. Por tion o f deposits ban ks must keep with t hemselves in cash
3. Percentage of cash held by the government
4. Rat e of inte rest o n savings acc ounts
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1. Absorb oxygen
2. Exchange gas es
3. Store starch
4. Absorb nutrients
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Option 2 I D :
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1. Nucleus
2. Mitochondria
3. Riboso me
4. Cytoplasm
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Option 2 I D :
Option 3 I D :
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1. Ben Stokes
2. Roh it Sha rma
3. Patt Cummins
4. Virat Kohli
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Option 2 I D :
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1. Onset of winter rains in Peninsular I ndia
2. Hot days and oppressive humidity despite clear skies
3. Sh arp fall in te mperatures and humidity
4. Sudden cyclonic storms due to retreating mons oon
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1. Direct elect ions to all Panchayat levels
2. Esta blishment of S tate Finance C ommission
3. Res er vation of seats for Back ward Class es
4. Organisatio n of Gram Sabha
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1. 'Gitanja li' by Rabindranath Tagore
2. 'Th e Guide' by RK N arayan
3. 'Raj Mohan™s Wife' by Bankim C handra Cha ttopadhyay
4. 'Untouchable' by Mulk Ra j Anand
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Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Res er ve Bank of India
2. St ate Ba nk of India
3. SEBI
4. Minis tr y of Finan ce
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1. Bombay High Co ur t
2. Allah abad High Co ur t
3. Delh i High Cou r t
4. Madras High Cour t
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Option 3 I D :
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1. Madh ya Pradesh
2. Gujarat
3. Rajas than
4. Andh ra Pradesh
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Option 2 I D :
Option 3 I D :
Option 4 I D :
1. April 20 25
2. Februar y 202 5
3. March 2025
4. Janua r y 2025
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Option 2 I D :
Option 3 I D :
Option 4 I D :
1. It led to th e establish ment of French s upremacy in In dia.
2. It marked the end of D utch power in India.
3. It ended the Anglo-French s truggle in India with Brit ish victor y.
4. It was the first batt le fought us ing modern ar tiller y.
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Option 2 I D :
Option 3 I D :
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1. Akbar
2. Sh ah Jahan
3. Babur
4. Aurangzeb
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Option 2 I D :
Option 3 I D :
Option 4 I D :
1. 202 3-24
2. 202 1-22
3. 202 4-25
4. 202 0-21
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Option 2 I D :
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1. Appa Is land
2. Kodiyampalayam Islan d
3. Son ankuppam Islan d
4. Pamban Isla nd
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Option 3 I D :
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1. P
2. G
3. R
4. A
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Option 4 I D :
1. 0
2. 2
3. 4
4. 3
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Option 2 I D :
Option 3 I D :
Option 4 I D :
1. BIN
2. NBU
3. BNI
4. NBI
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1. 106 5
2. 105 5
3. 106 1
4. 105 7
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Option 3 I D :
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1. 24
2. 25
3. 26
4. 28
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1. 7 km towards south
2. 14 km towards the west
3. 12 km towards the east
4. 12 km towards the nor th
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1. JWPV
2. IVOV
3. IWOV
4. JVOW
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Option 2 I D :
Option 3 I D :
Option 4 I D :
1. SHU
2. SUI
3. SKI
4. SKH
Question ID :
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Option 2 I D :
Option 3 I D :
Option 4 I D :
1. 15
2. 17
3. 5
4. 11
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1. PRW
2. JLP
3. ACG
4. EGK
Question ID :
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Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Bot h conc lusions (I) an d (II) follow.
2. Only co nclusion (II) follows.
3. Neit her conclus ion (I) nor (II) follows.
4. Only co nclusion (I) follows.
Question ID :
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Option 2 I D :
Option 3 I D :
Option 4 I D :
1. 7
2. 0
3. 9
4. 8
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Option 2 I D :
Option 3 I D :
Option 4 I D :
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1. N
2. O
3. P
4. U
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Option 4 I D :
1. Wife
2. Mot her
3. Sist er
4. Dau ghter
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Option 4 I D :
1. 10-1 00-110-1 12
2. 5-25 -30-40
3. 7-49 -56-63
4. 6-36 -46-56
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1. LNV
2. HKC
3. PRZ
4. EGO
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Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Only (i) follows.
2. Neit her (i) nor (ii) follows.
3. Bot h (i) and (ii) follow.
4. Only (ii) follows.
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Option 2 I D :
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1. 18 Π15 Π30 Π33
2. 12 Π9 Π3 Π1
3. 14 Π11 Π22 Π26
4. 27 Π25 Π5 Π30
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Option 2 I D :
Option 3 I D :
Option 4 I D :
1. 1
2. 2
3. 3
4. 4
Question ID :
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Option 2 I D :
Option 3 I D :
Option 4 I D :
1. 23
2. 24
3. 25
4. 26
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Option 2 I D :
Option 3 I D :
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1. 22
2. 24
3. 26
4. 28
Question ID :
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Option 2 I D :
Option 3 I D :
Option 4 I D :
1.
2.
3.
4.
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. 708 1
2. 708 2.5
3. 708 2
4. 708 0
Question ID :
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Option 2 I D :
Option 3 I D :
Option 4 I D :
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1. 149 .3
2. 156 .7
3. 137 .5
4. 142 .2
Question ID :
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Option 2 I D :
Option 3 I D :
Option 4 I D :
1.

58
2.

61
3.

53
4.

48
Question ID :
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Option 2 I D :
Option 3 I D :
Option 4 I D :
1.

7,28 9
2.

6,33 6
3.

5,72 9
4.

5,98 9
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Option 2 I D :
Option 3 I D :
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1. 6 days
2. 7 days
3. 3 days
4. 5 days
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Option 2 I D :
Option 3 I D :
Option 4 I D :
1.

2,35 0
2.

2,25 0
3.

2,30 0
4.

2,40 0
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. 282 14
2. 281 84
3. 282 04
4. 282 24
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Option 2 I D :
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1.

4,54 ,534
2.

4,62 ,670
3.

4,70 ,653
4.

4,60 ,989
Question ID :
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Option 2 I D :
Option 3 I D :
Option 4 I D :
1. 63 km/hr
2. 62 km/hr
3. 61 km/hr
4. 57 km/hr
Question ID :
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Option 2 I D :
Option 3 I D :
Option 4 I D :
1. 176 : 83
2. 175 : 86
3. 177 : 89
4. 170 : 82
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Option 2 I D :
Option 3 I D :
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1. 796 : 335
2. 804 : 331
3. 801 : 332
4. 800 : 333
Question ID :
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Option 2 I D :
Option 3 I D :
Option 4 I D :
1. 9 : 8
2. 7 : 8
3. 8 : 7
4. 8 : 9
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Option 2 I D :
Option 3 I D :
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1.

65,3 94
2.

65,5 00
3.

65,3 40
4.

65,6 87
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. 49
2. 7
3. 46
4. 43
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. 8 days
2. 12 days
3. 20 days
4. 14 days
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Option 2 I D :
Option 3 I D :
Option 4 I D :
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1.
2.
3.
4.
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Option 2 I D :
Option 3 I D :
Option 4 I D :
1. 800
2. 570
3. 700
4. 500
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. 65.7 6
2. 70.9 6
3. 68.8 7
4. 62.1 4
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
Section :

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1.

2.

3.

4.

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Option 2 I D :
Option 3 I D :
Option 4 I D :

1.

2.

3.

4.

Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1.

2.

3.
4.

Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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1.

2.

3.

4.

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Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1.

2.

3.

4.

Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. 315 24
2. 345 21
3. 524 13
4. 152 43
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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1.

2.

3.

4.

Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1.

2.

,
3.

4.

Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1.

2.

3.

4.

Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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1.

2.

3.

4.

Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1.

2.

3.

4.

Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :

1.

2.

3.

4.

Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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1.

2.

3.

4.

Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1.

2.

3.

4.

Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1.

2.

3.

4.

Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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--

™
,

‚
™

-
 ‚

™
-

™
 ‚

™ (1943), ‚
™ (1951),

™ (1959)

™
 '

'

'

'

1.
2.

3.

4.
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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--

,
-

™
-
 ‚

™
 ‚

‚
™

™ (1943), ‚

™ (1951),

™ (1959)
 ‚

'
'

'

'

1.

2.

3.

4.

Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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--

-
 ‚

™
-

™
 ‚

™
 ‚

™
 ‚

™ (1943), ‚

™ (1951),

™ (1959)

‚
™

'

'

'

'
1. 195 9
2. 194 3
3. 195 3
4. 195 1
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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--

™
,

™
-
 ‚

™
-

™
 ‚

™ (1943), ‚

™ (1951),
™ (1959)

™
 '

'

'

'

1.

2.

3.

4.

Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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--

-
 ‚

™
-

™
 ‚

™
 ‚

™
 ‚

™ (1943), ‚

™ (1951),

™ (1959)
 ‚

'

'
 '

'

1.

2.

3.

4.

Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. alth ough
2. so
3. because
4. unles s
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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1. DACB
2. CBA D
3. DABC
4. ACBD
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. revealed
2. sen sitivity
3. apreciation
4. refined
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Logical
2. Obscure
3. Persuasive
4. Ar ticulate
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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1. Don™t ask que stions

2. Travel like a professiona l
3. St ay silent abroad
4. Adapt to local c ustoms
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Hedo nist
2. Stoic
3. Mas ochist
4. Epicure
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. ACBD
2. BACD
3. BCA D
4. ABC D
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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1. metho dologies
2. unders tandable
3. hypot hisis
4. complexity
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Arrogant
2. Polite
3. Gentle
4. Mode st
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. an; an; a
2. an; a; an
3. a; a n; the
4. th e; a; an
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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1. ACBD
2. BACD
3. ABD C
4. ABC D
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. in; by
2. at; in
3. on; in
4. by; by
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. an; the; a
2. a; a n; a
3. an; the; th e
4. a; a n; an
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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1. Wha t you do is more impor tant than wh at you say.

2. Silen ce is bett er than taking a ctions.
3. Words are enough, no a ctions a re needed at all.
4. Promises mat ter more tha n actio ns done .
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. respectfully
2. hardly
3. carelessly
4. gladly
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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Read th e passa ge carefully and a nswer th e question s tha t follow.

Urban gardening has emerged as a practical a nd sust ainable solut ion to th e
challenges posed
by rapid urbanisatio n. As cities con tinue to grow, they face mount ing issues
such a s food
insecurity, air pollutio n, declining green spaces , and ris ing temperatures.
Urban gardening,
which involves cultivating fruits , vegetables, and herbs in small space s such as
rooftops,
balconies, and community gardens, offers a way to count er thes e problems. It t
ransforms
unused o r underutilised spaces into productive green areas, thereby cont ributing
to
environmenta l susta inability.
In additio n to providing fresh a nd nutrit ious produce, urba n gardening has
mental h ealth
benefits, reduces th e urban h eat islan d effect, an d strengthens social bo nds
among cit y
dwellers. Th ese gardens ser ve as educationa l tools, especially for c hildren, by
promoting
awareness about nu trition, ecology, and biodiversity. Recognis ing thes e
advantages, local
governments and NGOs a re increasingly su ppor ting such initiatives through
grants, training
programs, and policy suppor t. Ho wever, urban gardening als o faces h urdles like
limited space,
poor soil quality, water scarcity, and a lack of gardening knowledge among
residents .
Overcoming the se barriers requires community involvement, educa tion, a nd
integration with
smar t urban plan ning. Despite these challenges , the growing interest in susta
inable living an d
environmenta l stewardship suggest s tha t urban gardening will play a vit al role
in s haping the
green cities of the future.
1. Smar t tech nology an d agriculture
2. Urban gardening as a response to urban challenges
3. How cities are becoming uninh abitable
4. Gardening as a leisure activity
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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Read th e passa ge carefully and a nswer th e question s tha t follow.

Urban gardening has emerged as a practical a nd sust ainable solut ion to th e
challenges posed
by rapid urbanisatio n. As cities con tinue to grow, they face mount ing issues
such a s food
insecurity, air pollutio n, declining green spaces , and ris ing temperatures.
Urban gardening,
which involves cultivating fruits , vegetables, and herbs in small space s such as
rooftops,
balconies, and community gardens, offers a way to count er thes e problems. It t
ransforms
unused o r underutilised spaces into productive green areas, thereby cont ributing
to
environmenta l susta inability.
In additio n to providing fresh a nd nutrit ious produce, urba n gardening has
mental h ealth
benefits, reduces th e urban h eat islan d effect, an d strengthens social bo nds
among cit y
dwellers. Th ese gardens ser ve as educationa l tools, especially for c hildren, by
promoting
awareness about nu trition, ecology, and biodiversity. Recognis ing thes e
advantages, local
governments and NGOs a re increasingly su ppor ting such initiatives through
grants, training
programs, and policy suppor t. Ho wever, urban gardening als o faces h urdles like
limited space,
poor soil quality, water scarcity, and a lack of gardening knowledge among
residents .
Overcoming the se barriers requires community involvement, educa tion, a nd
integration with
smar t urban plan ning. Despite these challenges , the growing interest in susta
inable living an d
environmenta l stewardship suggest s tha t urban gardening will play a vit al role
in s haping the
green cities of the future.
1. The Role o f Technology in Gardening
2. Urban Gardening: A Sus tainable U rban Solut ion
3. The Rise o f Organic Farming
4. Agriculture in R ural Areas
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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Read th e passa ge carefully and a nswer th e question s tha t follow.

Urban gardening has emerged as a practical a nd sust ainable solut ion to th e
challenges posed
by rapid urbanisatio n. As cities con tinue to grow, they face mount ing issues
such a s food
insecurity, air pollutio n, declining green spaces , and ris ing temperatures.
Urban gardening,
which involves cultivating fruits , vegetables, and herbs in small space s such as
rooftops,
balconies, and community gardens, offers a way to count er thes e problems. It t
ransforms
unused o r underutilised spaces into productive green areas, thereby cont ributing
to
environmenta l susta inability.
In additio n to providing fresh a nd nutrit ious produce, urba n gardening has
mental h ealth
benefits, reduces th e urban h eat islan d effect, an d strengthens social bo nds
among cit y
dwellers. Th ese gardens ser ve as educationa l tools, especially for c hildren, by
promoting
awareness about nu trition, ecology, and biodiversity. Recognis ing thes e
advantages, local
governments and NGOs a re increasingly su ppor ting such initiatives through
grants, training
programs, and policy suppor t. Ho wever, urban gardening als o faces h urdles like
limited space,
poor soil quality, water scarcity, and a lack of gardening knowledge among
residents .
Overcoming the se barriers requires community involvement, educa tion, a nd
integration with
smar t urban plan ning. Despite these challenges , the growing interest in susta
inable living an d
environmenta l stewardship suggest s tha t urban gardening will play a vit al role
in s haping the
green cities of the future.
1. Gardening in cities is only suit able for retired people.
2. Urban gardening alon e can s olve all city problems.
3. Urban gardening requires high technolo gy.
4. With proper plannin g, urban gardening can be scaled a nd sust ained.
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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Read th e passa ge carefully and a nswer th e question s tha t follow.

Urban gardening has emerged as a practical a nd sust ainable solut ion to th e
challenges posed
by rapid urbanisatio n. As cities con tinue to grow, they face mount ing issues
such a s food
insecurity, air pollutio n, declining green spaces , and ris ing temperatures.
Urban gardening,
which involves cultivating fruits , vegetables, and herbs in small space s such as
rooftops,
balconies, and community gardens, offers a way to count er thes e problems. It t
ransforms
unused o r underutilised spaces into productive green areas, thereby cont ributing
to
environmenta l susta inability.
In additio n to providing fresh a nd nutrit ious produce, urba n gardening has
mental h ealth
benefits, reduces th e urban h eat islan d effect, an d strengthens social bo nds
among cit y
dwellers. Th ese gardens ser ve as educationa l tools, especially for c hildren, by
promoting
awareness about nu trition, ecology, and biodiversity. Recognis ing thes e
advantages, local
governments and NGOs a re increasingly su ppor ting such initiatives through
grants, training
programs, and policy suppor t. Ho wever, urban gardening als o faces h urdles like
limited space,
poor soil quality, water scarcity, and a lack of gardening knowledge among
residents .
Overcoming the se barriers requires community involvement, educa tion, a nd
integration with
smar t urban plan ning. Despite these challenges , the growing interest in susta
inable living an d
environmenta l stewardship suggest s tha t urban gardening will play a vit al role
in s haping the
green cities of the future.
1. All s chools h ave urban gardens.
2. Urban gardening improves menta l health .
3. Gardening eliminat es the need for supermarkets.
4. Cities have abundant gardening space.
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
Firefox
[Link]
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Read th e passa ge carefully and a nswer th e question s tha t follow.

Urban gardening has emerged as a practical a nd sust ainable solut ion to th e
challenges posed
by rapid urbanisatio n. As cities con tinue to grow, they face mount ing issues
such a s food
insecurity, air pollutio n, declining green spaces , and ris ing temperatures.
Urban gardening,
which involves cultivating fruits , vegetables, and herbs in small space s such as
rooftops,
balconies, and community gardens, offers a way to count er thes e problems. It t
ransforms
unused o r underutilised spaces into productive green areas, thereby cont ributing
to
environmenta l susta inability.
In additio n to providing fresh a nd nutrit ious produce, urba n gardening has
mental h ealth
benefits, reduces th e urban h eat islan d effect, an d strengthens social bo nds
among cit y
dwellers. Th ese gardens ser ve as educationa l tools, especially for c hildren, by
promoting
awareness about nu trition, ecology, and biodiversity. Recognis ing thes e
advantages, local
governments and NGOs a re increasingly su ppor ting such initiatives through
grants, training
programs, and policy suppor t. Ho wever, urban gardening als o faces h urdles like
limited space,
poor soil quality, water scarcity, and a lack of gardening knowledge among
residents .
Overcoming the se barriers requires community involvement, educa tion, a nd
integration with
smar t urban plan ning. Despite these challenges , the growing interest in susta
inable living an d
environmenta l stewardship suggest s tha t urban gardening will play a vit al role
in s haping the
green cities of the future.
1. Optimistic
2. Sarcastic
3. Critica l
4. Neut ral
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Informal peer discussion s
2. One-time o bser vation
3. Summative ass essment
4. Sh or t quizzes witho ut review
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
Section :
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1. To record audio book s

2. To con ver t speech into Braille
3. To print raised dot s on paper for tact ile reading
4. To sca n Braille documents
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Curso r routing
2. Buffering of dat a
3. Sou nd feedback
4. St atic
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Asperger ™s caus es physica l impairments but no cognit ive differences.
2. Asperger ™s is a temporar y con dition.
3. Individua ls with A sperger ™s ty pically have strong language skills but s
truggle with
social in teractions .
4. Asperger ™s only affects motor skills, not s ocial behaviours.
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Tactile globe
2. Soroban abacus
3. Whit e cane
4. Perkins B railler
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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1. Acade mic per formance, athletic ability and musical skills

2. Vision, hand movements a nd conce ntration
3. Hea ring, speech volume and muscle coordination
4. Soc ial communication , socia l imagination a nd socia l interaction
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Mat ching keyguard layout with message co mplexity
2. Avoiding use o f scannin g methods
3. Using random key layouts
4. Selec ting messages only t hrough par tner a ssistan ce
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Lan guage used mainly in informal stor ytelling an d face-to-face int eraction s
2. Lan guage that requires environmental c ues and physical co ntext for understan
ding
3. Lan guage can be u nderstood witho ut relying on immediate context or sh ared
physical cu es
4. Lan guage used on ly in sign-s uppor ted communicatio n
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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1. Emotiona l stability
2. Motor acces s
3. Cognit ive skills
4. Sen sor y perception
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Beca use it s er ves as a subst itute for a ll formal asse ssments
2. Beca use it limits student s™ imagination
3. Beca use it e nhances memor y retentio n by engaging learn ers th rough
narrative
4. Beca use it diver ts learn ers™ att ention from traditiona l instruct ion
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. St rategic skill
2. Operationa l skill
3. Soc ial skill
4. Linguist ic skill
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Con tractions remove punctua tion, wh ile abbreviations add more symbols.
2. Abbreviations are used for numbers only.
3. Con tractions shor ten groups of let ters, wh ile abbreviations shor ten en
tire words.
4. Bot h are identica l in function .
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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1. Provide person alised ins truction

2. Disc ourage self-paced lea rning
3. Limit s tudents to a fixed curriculum
4. Replace teacher s entirely
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Down loading copyrighted mat erial without permission fo r personal use
2. Using peer-to-peer sha ring software to get paid resources for free
3. Acces sing materials available under Creative Commons lice nses
4. Copying con tent from paid e-learn ing platforms with out att ribution
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Sleep and Shu t Down options are identical.
2. Sleep saves files to hard disk; Sh ut Down saves th em to RAM .
3. Sleep saves your ses sion in RAM; Sh ut Down closes all processes and powers
off the
system.
4. Sleep turns o ff the monitor only, Sh ut Down closes the applicat ion.
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Braille slat es
2. Glare cont rol devices
3. Han d-held magnifying glass es
4. Large print boo ks
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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1. Individua ls with a utism focus more on det ails th an on the overall meaning of
information.
2. People with autism always st ruggle with logic-base d reasoning.
3. Autism results in an ina bility to recognise in dividual details.
4. Autism prevents the ability to remember past experien ces.
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. environmental interaction
2. scan ning tech nique
3. motor plannin g and con trol
4. post ure and pos itioning
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Allowing only selec t users to navigate and interact with techn ologies
2. Eliminating us ability st andards from techn ological sy stems
3. Res tricting educat ional tools to a cer tain group of studen ts
4. Ensurin g that people with disa bilities can contribute equally witho ut
barriers
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Q-CH AT requires genet ic test ing.
2. Q-CH AT is on ly for as sessing motor skills.
3. Q-CH AT uses a quantit ative approach to screening autis m traits.
4. Q-CH AT is use d exclusively for diagnos ing ADHD.
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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1. Develop communication
2. Passive parental involvement
3. Act ive parental in volvement
4. Develop listenin g skill
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. It reduces focus on a cademics.
2. It disrupts st ructured learnin g.
3. It limits interaction with peers .
4. It promotes en gagement and helps regulate sen sor y needs .
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. The child is e ngaging in dangerous behaviour.
2. The child is c r ying to seek attent ion.
3. The child is responding posit ively to inst ructions.
4. The child is follo wing class ru les.
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
Section :

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1. Avoiding critical t hinking in conversatio ns

2. Ignorin g new perspectives on a topic
3. Limiting disc ussions to brief points
4. Elaborating on concepts with det ailed reason ing and examples
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. is e xtremely length y
2. has an un clear beginning o r end
3. occurs infrequently
4. happens at a high rate a nd is discrete
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Int ernation al job placement
2. Res idential sch ooling
3. Periodic cha rity don ations
4. Microenterpris e training
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Oralism cont inues to be practised, especially in schools that emphasise s
peech.
2. Oralism is illegal in the Indian educa tional po licy due to linguist ic
discrimination .
3. Oralism has been ent irely replaced by sign la nguage-based ins truction in
India.
4. Oralism is un iversally practise d across a ll rural and urban schoo ls.
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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1. Encouraging passivit y among perso ns with disabilities

2. Preventing mains treaming of disability issues
3. Helping pers ons with disabilities e ffectively express t heir needs and des
ires
4. Removing their ability to par ticipate in decision-making
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. It helps translat e signs directly into English, thereby improving literacy.
2. It visually represent s abstract con cepts, aidin g comprehensio n and co
gnitive
processing.
3. It is only effective for rote memorisa tion, n ot for c onceptual lea rning.
4. It limits conceptu al clarity because signs canno t represent abstract t erms.
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Han dshake
2. Sen tence o rder
3. Questio n formation
4. Subject-verb agreement
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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1. Differential Reinforcement o f Incompatible Be haviour (DRI )

2. Differential Reinforcement o f Low Rat es (DRL)
3. Differential Reinforcement o f Alternat ive Behaviour (DRA)
4. Differential Reinforcement o f Other Beh aviour (DRO)
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Selec tion of c ontent
2. Curriculum evaluatio n
3. Des igning asses sment tools
4. Ident ification o f educationa l needs a nd goals
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Des igning schoo l infrastructu re with minimal a coustic feedback to suppor t
better
hearing
2. Employing qualified sign language interpreters and promoting deaf awareness
training amon g staff and students
3. Enrolling the student in a residentia l special sch ool for t he deaf for
specialised ca re
4. Providing a co chlear implant and int ensive speech therapy to enha nce oral
communication
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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1. Reinfo rcement is maximised

2. Beh aviour becomes automatic
3. Too much generalisation
4. Learn er may become prompt-dependent
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Fixed Inte r val
2. Fixed Rat io
3. Con tinuous Reinforcement
4. Variable Ra tio
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Acces s to appropriate amplification devices such as co chlear implants or
digital
hearing aids
2. Early in troduction to Indian Sign Langua ge (ISL)
3. Placement in residential s chools with large class sizes
4. Availability of t rained s pecial educators in tactile communication
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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1. To prepare individuals with disabilities for independen t living an d par

ticipation in
society
2. To promote depen dency on caregivers
3. To ass ess co mmunity infrastruct ure
4. To diagnos e the disability
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Narrating a traditional folktale
2. Translatin g exact grammar of Hindi or English t extbooks
3. Teaching in formal conversation
4. Explaining cultu rally unique gestures
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. To punish undesirable behaviours
2. To reinforce only spontan eous behaviours
3. To est ablish a n ew behaviour an d then gradually remove assist ance
4. To increase t he frequency o f errors
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Gender ca tegories
2. IQ sco res
3. Temperature in Ce lsius
4. Ran kings in a race
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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1. Nat ional Policy on Education 1986

2. Nat ional Education Policy 19 68
3. Nat ional Curric ulum Framework 200 5
4. Revised Na tional Policy on Education 1992
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Equality
2. Diversity
3. Politics
4. Corrupt ion
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Technolo gical innovation
2. Public sector management
3. Political a ccounta bility
4. Rule of law and legal framework
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
Section :

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1. It restricts their in dependence.

2. It discourages educa tional progress.
3. It provides con tinuity a nd sta bility in learn ing.
4. It limits their social development.
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. To sta ndardise st udent learn ing outcomes
2. To provide a o ne-size-fits-all curriculum
3. To promote co mpetitive grading syst ems
4. To develop a perso nalised lea rning plan for a child with disabilities
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Includin g persons wit h disabilities in decision -making processe s tha t
affect t heir
lives
2. Implementing policies without feedback
3. Prioritisin g economic growth a bove all else
4. Ensurin g that persons wit h disabilities are passive recipients of aid
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Principle of e xper t opinio n
2. Principle of in dividual needs
3. Principle of evaluation
4. Principle of e laboration
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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1. Only in medical emergencies

2. Durin g the ea rly phases of therapy
3. Only durin g the final stages of therapy
4. After therapy is c ompleted
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. St and-Up India
2. Bet i Bacha o, Bet i Padhao
3. Ujjwala Yojana
4. Mah ila Samakh ya Programme
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. fiS exism without the pedes talfl
2. fiD isability with out rights fl
3. fiEqual oppor tunities for allfl
4. fiEmpowerment of disabled womenfl
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Con sistent ly comparing th em with ot hers
2. Ignorin g their effor ts
3. Encouraging and a cknowledging the ir strengths
4. Giving punish ments frequently
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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1. Input adaptatio n
2. Pedagogical ada ptation
3. Output a daptation
4. Acces sibility adapta tion
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Use of stan dard IQ tes ts on ly
2. St rict academic dis cipline
3. Family involvement and goal-oriente d individualised s trategies
4. Rigid clas sroom instruc tion with out modification s
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Phys ical educatio n and s por ts on ly
2. Emotiona l development exclusively
3. Acade mic skills such as reading and math th rough st ructured peer int
eraction
4. Rot e memorisation through competit ive quizzes
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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1. Communicat ion skills

2. Coo king skills
3. Sen sor y development
4. Mobility skills
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Rot e learning
2. Lect ure method
3. Team teac hing method
4. Project-based learning
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Cloze Reading Test
2. Soc ial Skills R ating Sys tem (SSRS )
3. Phon emic Awareness Checklist
4. St andard Mat h Achievement Test
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Lowerin g academic expecta tions for these students
2. Permanent ly placing th em in separate in stitutio ns
3. Providing only standa rdised text books
4. Using assistive techn ologies such as B raille and hearing aids
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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1. Spina Bifida
2. Rickets
3. Poliomyelitis
4. Mus cular Dyst rophy
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Phys ical fitness
2. Genetic structure
3. Cognit ive functio ning and func tional s kills
4. Soc ial media influence
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Place a small roll under t he head such th at th e neck is slightly laterally
flexed.
2. Lap boa rds to be provided, so that the child can engage in activit ies.
3. It enables t he child to gain s ome trunk c ontrol and s ome head co ntrol.
4. A ch ild can be assisted to sta nd with t he help o f a sta nding frame.
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
Section :

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1. Repeat ing slowly

2. Teacher per forms the entire techn ique.
3. Practicing again and again
4. Give encouragement to studen ts
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Psychosoc ial theor y
2. Psychoana lytic th eor y
3. Con structivis t theo r y
4. Beh aviourist t heor y
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Just above th e guide™s elbow
2. At th e guide™s wrist
3. At th e guide™s han d
4. At th e guide™s sho ulder
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. It occurs on ly due to trauma
2. It can be prevented by surger y
3. It is present a t bir th
4. It develops in adulthood
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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1. A dis order of movement caus ed by brain damage

2. Brain diso rder affecting emot ions
3. A purely genet ic conditio n
4. A progressive condit ion affecting multiple organs
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Complete lack of lea rning ability
2. Enha nced emotion al expression
3. Difficulties in socia l interaction
4. Advanced phys ical coordination
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Mat hematical reasonin g
2. Visual a cuity
3. Gross motor skills
4. Lan guage development
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Removing asses sments entirely
2. Ass igning scores based on memorisat ion
3. Relyin g only on oral examinatio ns
4. Helping s tudents understan d evaluation criteria
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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1. Computer programming
2. Mus ic education
3. Braille literacy
4. Phys ical educatio n
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Enha nced cognitive memor y
2. Excessive verbal communicatio n
3. Improved att ention span
4. Difficulty in fine motor coo rdination for writing ta sks
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Clear auditor y ner ve transmission
2. Middle e ar infection (Otitis Media) caus ing temporar y conduc tive hearing lo
ss
3. Effective cochle ar function ing
4. Unobs tructed ea r canal
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Indus tr y vs. I nferiority
2. Generativity vs. S tagnation
3. Int imacy vs. I solation
4. Ident ity vs. Role Co nfusion
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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1. 21 - 40 dB
2. 41 - 55 dB
3. 56 - 70 dB
4. 0 - 20 dB
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Ivan Pavlov
2. BF S kinner
3. Alber t Ba ndura
4. Jean Piaget
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Hold the guide™s arm just above the elbow.
2. Grab the guide™s wrist firmly.
3. Place t heir han ds on the guide™s sh oulders.
4. Walk behind t he guide with out ho lding.
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Int ellectual disa bility and o r thopaedic impairment
2. Dys lexia and s tutterin g
3. Autism and mild anxiety
4. Hea ring loss o nly
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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1. Using different s enses like auditor y and t actual

2. Ignorin g the topic
3. Only lis tening to explana tions wit hout in teraction
4. Learn ing through digital a pps only
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. English is taught only for literar y appreciation.
2. English is only taught in private sch ools a nd not in government in stitutio
ns.
3. English is no lo nger required due to the rise of regional lan guages.
4. English is taught as a functional, communicative language for global
competence .
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. To hold magazines
2. To help a child with poor sitt ing balance
3. To replace traditional toilets
4. To improve bathroom decoration
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
Section :

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1. Using mathematics to teach social science topics

2. Focusing on ly on polit ical science conten t throughout t he acade mic year
3. Int egrating co ncepts from different so cial science disciplines to underst
and a theme
or issue
4. Teaching h istor y, geography, and c ivics separately with no integration
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Curriculum-base d obser vation
2. Crite rion-referenced t est
3. Diagno stic int er view
4. Norm-referenced t est
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. exempt from modification
2. based on facts and empirical dat a
3. a c ollection o f random ideas
4. unverifiable
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. St udents review instru ctional mat erials at home an d engage in activities in
class .
2. St udents co mplete all learn ing activities outside the cla ssroom.
3. Teachers lecture in clas s, while s tudents passively listen .
4. Teachers provide all a nswers ins tead of guiding students .
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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1. Audio-visual a ids and print media

2. Ran dom materials
3. Reducin g instructio nal materia ls
4. Ignorin g student feedback
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Computa tional s peed
2. Bea uty of t heorems
3. Bea uty of geomet rical pattern s
4. Universal a pplicability
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Soc ial facilitatio n
2. Clas sical con ditioning
3. Soc ial loafing
4. Cognit ive disso nance
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Trouble copying words accurately
2. Cha llenges in s olving complex algebraic problems
3. Difficulty recognising wo rds and s ounds
4. St ruggles with reading comprehens ion
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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1. It limits studen ts to predefined career optio ns.

2. It determines t he future earnin g potential of student s.
3. It discourages s tudents from exploring different professions .
4. It identifies st rengths, interests and skills to guide ca reer paths .
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Den ying work oppor tunities
2. Set ting goals and creating an action plan
3. Terminating t he process
4. Collec ting job application s
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. translator
2. polyglot
3. inte rpreter
4. linguist
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
Section :

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1. Loco motor disabled ch ild

2. Int ellectual disa bled child
3. Children with special ne eds
4. Multiple disabled child
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Gender is sues in curriculum
2. Iss ues in mat hematics c urriculum
3. Iss ues in un availability of t extbooks
4. Iss ues in s cience curriculum
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Increased abst ract reasoning
2. Con crete o perationa l thinking
3. Ident ity exploration
4. Rapid phy sical growth
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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1. Present ation
2. Diversity and Inclus ion
3. Ass essment
4. Con text
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Speakin g skills
2. List ening skills
3. Rea ding skills
4. Writing skills
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Wha t to teach ?
2. How to teach ?
3. How to asse ss st udents™ lea rning?
4. How many stu dents a re present?
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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1. Predictable pat tern

2. Only phy sical cha nges
3. All develops at the sa me pace
4. Iso lated from environment
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Speed testing
2. Adapte d strategies
3. Segregation
4. Uniform curriculu m
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
1. Salivation
2. Sou nd of bell
3. Dog
4. Food
Question ID :
Option 1 I D :
Option 2 I D :
Option 3 I D :
Option 4 I D :
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