Q.Read the following passage and answer the questions that follow. Meera, a Class 10 student, has a severe hearing impairment with a hearing loss of about 70 decibels in her better ear. She is a fast sprinter, but during the school sports day she keeps missing the start of her races because she cannot hear the starter's whistle. Her physical education teacher wants to help her continue in athletics and dream big.

(i) The international multi-sport event for deaf athletes is the Deaflympics. The eligibility criterion is a hearing loss of at least 55 decibels in the better ear. Meera has a 70 dB loss, so she meets the criterion.

(ii) The teacher should use a visual starting signal — for example, a flashing light or a flag drop — instead of the starter's whistle or gun.

(iii) Two modifications:

• Use sign language or written instructions for explaining drills and rules.
• Face Meera directly when speaking so she can lip-read, and ensure good lighting on the teacher's face. …

(i) The international multi-sport event for deaf athletes that Meera could aspire to compete in is the Deaflympics (formerly the World Games for the Deaf). The eligibility criterion for the Deaflympics is a hearing loss of at least 55 decibels in the better ear. Since Meera has a hearing loss of about 70 decibels in her better ear, she meets this eligibility criterion.

(ii) The teacher should replace the auditory starting whistle with a visual starting signal. The simplest and most practical adaptation is to use a flag drop — the starter raises a flag and then drops it sharply to signal the start. Alternatively, a flashing light (e.g., a strobe or a bright LED) can be used, synchronized with the start command. This ensures Meera sees the signal clearly and can react at the same instant as the other runners.

(iii) Two other modifications of instruction or communication that would help Meera in the physical education class are:

1. Use of hand signals and gestures: The teacher can develop a simple set of consistent hand signals for common commands — for example, a raised hand for "stop," a pointing gesture for "go," or a circular motion for "warm up." This bypasses the need for verbal instructions.
2. Written instructions and visual aids: The teacher can provide key instructions, drill sequences, or safety rules on a whiteboard or as printed handouts. Diagrams, pictures, and demonstration videos also help Meera understand complex movements or game strategies without relying on spoken words. …