Assistive ICT for learning difficulties – UGC NET Question

Statements A, B and D represent practical uses of ICT to support diverse learning needs, whereas C is too narrow and false. Assistive technologies benefit learners with many kinds of difficulties, including reading, organisation and attention. Text-to-speech, mind maps and simplified interfaces can all reduce cognitive load. Limiting assistive tools only to visual impairment ignores their broader educational relevance.

Option A:
Option A is incomplete because it selects only A and B and omits D. While reading and planning aids are crucial, recognising interface customisation for attention challenges further broadens the concept of inclusive design.

Option B:
Option B is correct because it assembles statements that show assistive ICT can address multiple dimensions of learning difficulties. By excluding C, it rejects the misconception that only one disability group can benefit from such tools.

Option C:
Option C is incomplete because it groups B and D only and leaves out A. Without text-to-speech, the picture of reading support for students with decoding difficulties remains incomplete.

Option D:
Option D is incorrect because it includes A and D but also C through the combination structure. Accepting C would undermine the inclusive scope of assistive technologies and is inconsistent with current educational practice.