UGCNET Questions

Inclusive education aims to ensure that all learners can participate meaningfully in learning activities. ICT makes this possible through tools like screen readers, magnifiers, captioning and alternative input devices. When materials are provided in accessible digital formats, visually impaired students can use assistive software to access the same content as their peers. Therefore, offering screen-reader friendly electronic text is a strong example of ICT-based inclusion.

Option A:
This option correctly recognises that accessibility involves both content format and compatible technologies. By structuring text properly and avoiding unnecessary barriers, institutions can enable equal access to readings, lectures and assessments.

Option B:
Small print with no alternative formats creates barriers for students with visual difficulties. Without digital or larger-print options, they may be excluded from learning.

Option C:
Excluding students with disabilities from computer labs contradicts the principle of inclusion and wastes the potential of assistive technologies. The lab should be adapted, not restricted.

Option D:
Poor colour contrast or overly complex visual design can make content hard to read, especially for learners with low vision or colour blindness. Good ICT design emphasises readability and flexibility.

Assistive ICT aims to remove barriers for learners with disabilities by adapting input and output mechanisms. Eye-tracking and head-tracking systems allow individuals with limited hand control to interact with computers using subtle movements. Software interprets these movements as cursor motion and clicks, enabling text entry and navigation. This technology can significantly enhance participation in digital learning environments.

Option A:
Option A offers no special accommodation; a standard mouse still requires fine motor control of the hand. For many students with severe motor impairments, this is not feasible.

Option B:
This option correctly identifies a class of devices explicitly designed to replace or augment traditional input devices. These systems are central examples of how ICT supports inclusive education for learners with physical limitations.

Option C:
This option about calculators provides only numeric functions and does not address the broader need to control a computer interface. It is not an assistive input device for general ICT use.

Option D:
Chalk and duster belong to traditional classroom tools and cannot provide access to digital systems. They do not serve as input devices for computers.