B.Ed Creating an Inclusive School Important Questions 2026 have been compiled by our faculty after a session by session study of five MDU papers from July 2020 to June 2024. The result is a focused set of 11 questions for Paper III of the 2nd Year, with unit wise mapping, priority ratings and a complete frequency table. Two fully solved answers are published below at no cost so that you can judge the standard of writing before you decide anything.
Reviewed by Sheetal Kirola, M.Ed., B.Ed Faculty, Unnati Educations.
B Ed Creating an Inclusive School Important Questions 2026 at a Glance
Here is the whole package in one view. Paper III is an annual scheme paper of the two year B.Ed programme at Maharshi Dayanand University, Rohtak, and this guess paper has been prepared strictly for the 2026 annual examination.
- Subject: Creating an Inclusive School (Paper III), B.Ed 2nd Year, MDU Rohtak
- Total questions in the complete guess paper: 11
- Main focus: Unit II, covering policy, legislation and support institutions
- Sessions analysed: June 2024, June 2022, July 2022, July 2021 and July 2020
- External theory paper: 80 marks, 3 hours (internal assessment of 20 marks is awarded separately by the college)
- Questions to attempt in the exam: 5, one from each unit, with Question 1 compulsory
- Sample published on this page: 3 questions, of which 2 carry complete model answers
- Answer length followed: around 400 words for a 16 mark question and around 90 words for a 4 mark short note
Important Chapters and Important Topics for the Creating an Inclusive School Exam
This paper rewards students who know where the marks actually sit. Unit II carries the heaviest examinable load in Creating an Inclusive School, and it splits cleanly into two halves that examiners treat very differently.
Important chapter one, policy and legislative framework (Section 2.1). This is where most 16 mark questions come from. The topics that matter are the Salamanca Statement and Framework for Action 1994, the UN Convention on the Rights of Persons with Disabilities 2006, the National Policy for Persons with Disabilities 2006, the Persons with Disabilities Act 1995, the RCI Act 1992 and the RTE Act 2009.
The same section also covers the constitutional safeguards under Articles 14, 15, 21, 21A, 41 and 45, along with NPE 1968, NPE 1986 and POA 1992.
Important chapter two, support institutions and agencies (Section 2.2). This half supplies the institutional questions. The topics are the Rehabilitation Council of India, the National Institutes for different disabilities, the Composite Regional Centres, the District Disability Rehabilitation Centres, and the role of Non Government Organisations in inclusive education.
If you are short of time, prepare Section 2.1 first. Students who search for b.ed 2nd year important questions usually make the mistake of spreading effort evenly across both halves, but the policy half has historically carried more full length questions than the institutional half.
Five Session Frequency Analysis from 2020 to 2024
This table is the reason our selection is different from a random list. Each syllabus topic is mapped against the actual B.Ed Creating an Inclusive School Question Papers of the last five available sessions, so you can see for yourself which areas the examiners keep returning to.
| Topic | Jun 2024 | Jun 2022 | Jul 2022 | Jul 2021 | Jul 2020 | Priority |
|---|---|---|---|---|---|---|
| National Policy for Persons with Disabilities 2006 | Yes | Yes | Yes | Yes | Yes | HIGH |
| Salamanca Statement and Framework 1994 | No | No | No | No | No | HIGH |
| UNCRPD 2006 | Yes | No | No | No | No | MEDIUM |
| Constitutional and legal provisions (NPE, POA, PWD, RTE) | No | Yes | Yes | No | Yes | MEDIUM |
| Persons with Disabilities Act 1995 | No | No | No | No | No | MEDIUM |
| RTE Act 2009 | No | No | No | No | Yes | MEDIUM |
| Rehabilitation Council of India | No | No | Yes | Yes | No | MEDIUM |
| National Institutes of different disabilities | No | No | No | No | Yes | LOW |
| Composite Regional Centres | No | No | No | No | Yes | MEDIUM |
| District Disability Rehabilitation Centres | Yes | No | Yes | No | No | MEDIUM |
| Role of NGOs | No | No | No | No | Yes | MEDIUM |
| Government provisions and schemes for inclusive education | No | Yes | No | No | No | MEDIUM |
Two rows deserve your full attention. The National Policy for Persons with Disabilities 2006 has appeared in every single one of the five analysed sessions, which makes it the most reliable question in the entire paper. The Salamanca Statement, by contrast, has not appeared in any of the five, yet it is foundational to the whole unit, which makes it the clearest gap candidate for 2026.
Why This Creating an Inclusive School Guess Paper Is Built on Five Previous Year Papers
A guess paper is only as good as the evidence behind it. We did not lift these 11 questions from a coaching PDF or a general internet list. Every question survived three checks.
First, we tabulated each syllabus topic against the B.Ed previous year Question Papers of June 2024, June 2022, July 2022, July 2021 and July 2020 to record how often it was actually asked. Second, we tracked repeat patterns, most obviously the National Policy 2006 appearing in every session. Third, we flagged gap topics, that is, foundational areas that examiners have avoided for several sessions and are statistically due to return.
Every answer in the complete set is written from the prescribed MDU study material only. There is no padding and no borrowed foreign content, because MDU evaluators mark on definition, cited authority, exact counts and classroom application rather than on length alone.
MDU Creating an Inclusive School Exam Pattern for Paper III and Marks Distribution
Knowing the pattern decides how you use these questions. The theory paper carries 80 marks and is written in 3 hours. Internal assessment of 20 marks is granted separately by your college and is not part of this paper.
- Question 1 is compulsory. It asks four short notes of 4 marks each, that is, 4 x 4 = 16 marks.
- The paper is set unit wise across Units I to IV, and you attempt one question from each unit, that is, 4 x 16 = 64 marks.
- Internal choice is provided within each unit, so you pick the question you have prepared best.
- Word targets are around 400 words for a 16 mark answer, 250 words for a 10 mark answer and 150 words for a 5 mark answer.
The practical consequence matters. Because internal choice exists inside every unit, a well chosen set of 11 questions gives you a genuine spare option almost everywhere. Anyone comparing B.Ed 2nd year Question Papers across sessions will notice that the choice pairs repeat in predictable ways.
Sample Question 1 with Solved Answer: UNCRPD 2006 (Unit II)
Question: Discuss in detail the Convention on the Rights of Persons with Disabilities (UNCRPD), 2006. (16 marks)
Meaning. Persons with disabilities include those who have long term physical, mental, intellectual or sensory impairments which, in interaction with various barriers, may hinder their full and effective participation in society on an equal basis with others (UNCRPD, 2006).
Background. The Convention on the Rights of Persons with Disabilities is the first legally binding disability specific human rights treaty of the United Nations. It was adopted by the UN General Assembly on 13 December 2006 and opened for signature on 30 March 2008. It follows the civil law tradition with a preamble and 50 articles, and marks a paradigm shift by viewing persons with disabilities as subjects with rights rather than objects of charity.
Eight guiding principles.
- Respect for inherent dignity, individual autonomy and independence.
- Non discrimination.
- Full and effective participation and inclusion in society.
- Respect for difference and acceptance of disability as part of human diversity.
- Equality of opportunity.
- Accessibility.
- Equality between men and women.
- Respect for the evolving capacities of children with disabilities and their right to preserve their identities.
Core educational provisions. The Convention guarantees the right to inclusive education at all levels regardless of age and on the basis of equal opportunity. Children with disabilities must not be excluded from compulsory primary or secondary education.
States must provide reasonable accommodation and individualised support to maximise academic and social development. Braille, sign language and augmentative communication are endorsed, and teachers qualified in sign language and Braille are to be employed.
Other key rights. Accessibility, access to justice under Article 13, habilitation and rehabilitation under Article 26, work and employment under Article 27, adequate standard of living and social protection under Article 28, and the right to vote by secret ballot under Article 29.
Conclusion. The UNCRPD gives universal recognition to the dignity of persons with disabilities and obliges states to ensure inclusive education and equal participation, which makes it a landmark instrument for inclusive schooling.
Sample Question 2 with Solved Answer: Salamanca Statement 1994 (Unit II)
Question: Discuss the recommendations of the Salamanca Statement and Framework for Action, 1994 with reference to inclusive education. (16 marks)
Meaning. The guiding principle is that ordinary schools should accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other condition (Salamanca Statement, 1994).
Background. In June 1994, representatives of 92 governments and 25 international bodies met at the World Conference on Special Needs Education held at Salamanca in Spain from 7 to 10 June 1994. It was organised by the Government of Spain in cooperation with UNESCO. The conference reaffirmed the right to education enshrined in the 1948 Universal Declaration of Human Rights and called for inclusion to become the norm rather than the exception.
What the World Conference proclaimed.
- Every child has a fundamental right to education and must be given the opportunity to achieve an acceptable level of learning.
- Every child has unique characteristics, interests, abilities and learning needs.
- Education systems and programmes should account for the wide diversity of these characteristics and needs.
- Those with special needs must have access to regular schools with a child centred pedagogy capable of meeting these needs.
Framework for Action, roles called upon. Governments were asked to give the highest policy and budgetary priority to inclusion, adopt inclusive education as law or policy, establish participatory mechanisms, involve parents, and invest in early identification and teacher education.
The international community, including UNESCO, UNICEF, UNDP and the World Bank, was asked to endorse inclusive schooling and strengthen technical cooperation. UNESCO in particular was asked to ensure that special needs forms part of every education for all discussion, to enhance teacher education, to stimulate research and to direct its funds towards expanded inclusive school programmes.
Conclusion. The Salamanca Statement established inclusion as the guiding principle of education worldwide, asserting that ordinary inclusive schools are the most effective means of combating discrimination and building an inclusive society.
Sample Question 3 without Answer: National Policy for Persons with Disabilities 2006
Question: What are the provisions given in the National Policy for Persons with Disabilities, 2006 with reference to inclusive education? Discuss in detail. (16 marks)
This is the third sample question, and the frequency table above explains why it is placed here. It is the only topic in the entire paper that appeared in all five analysed sessions, which makes it the single most likely question of 2026.
Its model answer forms part of the complete solved set and is not published on this page. The answer runs to about 400 words and follows the structure MDU evaluators expect, covering the meaning of the policy with its cited definition, the date of formation on 10 February 2006 under the Ministry of Social Justice and Empowerment, the twelve areas of focus in full, the inclusive education provisions, and a reflective conclusion written from the teacher's point of view.
The complete set also contains the compulsory Question 1 short notes and every remaining question of the paper, each solved to the same standard as the two answers above.
Topics You Should Not Over-Prepare
Selective preparation is a skill. On the evidence of five sessions, the following areas absorb far more time than they return in marks.
- Long lists of every regional centre city or institute address. Names and years of establishment are sufficient.
- Rare single appearance trivia that has not repeated across any of the five analysed papers.
- Lengthy historical background. Examiners want the provision itself, not the full timeline leading up to it.
- Padding beyond the word target. Extra length wastes exam time and earns no additional marks.
- Outside definitions. Use the scholar or agency the prescribed book actually cites, such as Willets 1996 for NGOs.
Answer Writing Strategy That MDU Examiners Reward
Content alone does not earn full marks in this paper. Presentation does. Open every answer with a clear definition plus the cited authority and year, for example Willets 1996 or UNCRPD 2006. Then link the policy or law to classroom practice by showing how the provision actually supports an inclusive school.
Use the exact counts from the syllabus, because examiners look for them: eight UNCRPD guiding principles, seven disabilities under the PWD Act 1995, seven Composite Regional Centres, twelve areas of focus in the National Policy 2006. Cite Article 21A, the RTE Act 2009 and NEP or NCF references wherever the provision genuinely connects to them.
Close every answer with a short applied line on what the provision means for a teacher in an inclusive classroom. Students who have worked through a set of b.ed important questions across subjects will recognise this pattern, because MDU evaluators use the same marking logic throughout the programme.
How to Get the Complete B Ed Creating an Inclusive School Important Questions PDF
The two solved answers above are yours to use at no cost. The complete set contains all 11 questions with full model answers, including the compulsory short notes of Question 1 and the National Policy 2006 answer previewed above, written to the exact word length that MDU expects.
To receive the complete solved guess paper, message our B.Ed desk on WhatsApp and mention Creating an Inclusive School Paper III, MDU 2026. Our team will confirm availability and share the details with you.
WhatsApp our B.Ed desk on 9355198199 for the complete solved guess paper. Alternative contact: 9899436384.
What You Receive in the Complete Set
- All 11 questions with complete model answers of around 400 words each
- The compulsory Question 1 short notes solved in full, covering Salamanca, UNCRPD, the RCI Act and the DDRC
- The National Policy for Persons with Disabilities 2006 answer, which is the highest frequency topic in the paper
- Answers on constitutional and legal provisions, the PWD Act 1995, the RCI, the National Institutes, the Composite Regional Centres, the DDRCs and the role of NGOs
- Priority tags, unit mapping and last appeared data against every question
- The complete five session frequency analysis with our 2026 forecast
Frequently Asked Questions
Are these B.Ed Creating an Inclusive School important questions valid for the 2026 MDU exam?
Yes. This guess paper was prepared specifically for the MDU 2026 annual examination of Paper III in the two year B.Ed programme. Question selection is based on the June 2024, June 2022, July 2022, July 2021 and July 2020 papers. The syllabus and the 80 mark external pattern remain unchanged, so every question maps to a live section of the current MDU scheme.
Which topic is most likely to appear in the 2026 paper?
On the evidence of the frequency table, the National Policy for Persons with Disabilities 2006 is the strongest candidate, because it appeared in all five analysed sessions without a single gap. The Salamanca Statement 1994 is the second strongest, for the opposite reason. It is foundational to the unit yet absent from all five, which makes it overdue.
How much of the guess paper is published on this page?
Three of the 11 questions are shown here as a sample. Two of them carry complete model answers of exam length, namely the UNCRPD 2006 and the Salamanca Statement 1994. The third sample question, on the National Policy for Persons with Disabilities 2006, is shown without its answer. The remaining questions and all answers form the complete solved set.
Why are only two solved answers shown here?
The two published answers are complete rather than trimmed previews, so you can judge the depth, structure, citation style and conclusion pattern of the full set before requesting it. Publishing every answer would remove the value of the paid set for the students who support this work. Two full answers show you exactly what you would receive.
How many questions do I have to attempt in the exam?
You attempt five questions in total. Question 1 is compulsory and carries four short notes of 4 marks each, adding up to 16 marks. You then attempt one question of 16 marks from each of the four units, adding up to 64 marks. Internal choice is provided within each unit, and the external theory paper totals 80 marks in three hours.
Is this guess paper enough on its own?
It is designed as a focused revision tool, not a replacement for the prescribed MDU study material. Every answer is written from that material. Students who study these 11 questions thoroughly are able to attempt the questions they need, but you should still read your textbook once so that unexpected phrasing in the paper does not unsettle you.
How do I receive the complete solved set?
Send a WhatsApp message to our B.Ed desk on 9355198199 and mention Creating an Inclusive School Paper III, MDU 2026. Our team will confirm availability and share the delivery details. The complete set is sent digitally, so students across Delhi NCR, Haryana and other states can access it without any courier delay.
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Disclaimer: Unnati Educations is an independent academic support platform and is not affiliated with, endorsed by or connected to Maharshi Dayanand University (MDU), Rohtak, or any of its departments. All content on this page is a study aid prepared by our faculty and is not an official MDU publication. Students must confirm the syllabus and examination pattern from the official MDU website.