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1/ SAMUEL:TESFAYE,I'D No.PGDTEcoH-072/25

2/ YONAS:ELIAS, I'D No.PGDTEcoH-096/25

3/YOHANIS:LAMISO, I'D No.PGDTEcoH-092/25

1/ Students with visual disability.

Students with visual disabilities encompass a spectrum of vision loss ranging from low vision to total blindness.

There are four types of visual disabilities that causes visual problems.

1/ Low vision

2/ Blindness

3/ Cortical visual impairment

4/ Progressive vision loss.

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Section 1

Group members

1 Abate Asfaw pGDTEcon H/001/25

2 Abera Alemayehu pGDTEco H/002/25

3 Desalegn Duguna pGDTEco H/024/25

4 Alemayehu Petros pGDTEco/006/25

1 What is physcial health disabilities?

It is long term condition that as limit as persons physical function mobility stamina or dexterity often due to illness injury or congential (birth) condition

The disabilities can impact as person ability to move

Perform daily activities or participate fully in society with out support or accomodattion

Eg as person using as wheel chair due to paralaysis

Some one with chronic fatigue syndrome who cannot stand for long period

Key Characters

1 Mobility Limitation: difficulity to walk standing priding limb

2 Chronic health condition: health disease donates or risparatory

3 Neurological disorders : Cerebrals plays Multiply Sclerosis

4 Congential condition

5 Accident related imparement

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Differentiation and Identification of Services for Persons with Special Needs refers to the process of recognizing diverse individual needs among persons with disabilities (PWDs) and designing/supporting appropriate services tailored to those unique needs. Here's what each term means in the context of inclusive education or service provision:

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Teaching students with hearing disabilities requires thoughtful strategies and adaptations to ensure effective communication and learning.
Students Name and Their Id No HAMSALE SHUNA PGDTEcOH_044/25

YOKAMO KEBEDE PGDTEcOH-093/25

YONA YUKSA PGDTEcOH-094/25

ZELALEM TESFAYE PGDTEcOH-097/25

▎1. Use of Visual Aids

• Charts and Diagrams: Use visual representations to explain concepts.

• Videos with Subtitles: Incorporate multimedia resources that include captions.

• Sign Language: If appropriate, use sign language interpreters or teach basic signs.

▎2. Clear Communication

• Face the Students: Always face the students when speaking to facilitate lip-reading.

• Speak Clearly and Slowly: Avoid shouting; articulate words clearly.

• Use Simple Language: Simplify vocabulary and sentence structure.

▎3. Classroom Environment

• Seating Arrangement: Arrange seating to minimize background noise and allow for easy visual access.

• Reduce Background Noise: Use carpets or curtains to absorb sound and minimize distractions.

▎4. Assistive Technology

• Hearing Aids: Ensure students have access to their hearing aids and know how to use them.

• FM Systems: Use frequency modulation systems to amplify the teacher’s voice directly to the student’s hearing device.

• Captioning Services: Utilize live captioning services during lessons.

▎5. Interactive Teaching Methods

• Group Work: Encourage collaboration among students, allowing for peer support.

• Hands-On Activities: Engage students through tactile and kinesthetic learning experiences.

• Use of Technology: Incorporate apps and tools designed for deaf and hard-of-hearing learners.

▎6. Incorporate Sign Language

• Teach Basic Signs: Consider teaching basic sign language to classmates to foster inclusion.

• Use Sign Language in Lessons: If possible, integrate sign language into daily lessons.

▎7. Regular Feedback and Assessment

• Check Understanding Frequently: Use thumbs up/down or other non-verbal cues to gauge comprehension.

• Adapt Assessments: Provide alternative methods for assessments that align with students’ communication preferences.

▎8. Collaboration with Specialists

• Work with Audiologists and Speech Therapists: Collaborate with professionals who specialize in hearing disabilities for tailored strategies.

• Involve Parents and Caregivers: Keep open lines of communication with families to support learning at home.

▎9. Create an Inclusive Environment

• Promote Awareness: Educate all students about hearing disabilities to foster empathy and understanding.

• Encourage Peer Support: Foster a culture where students help each other, building a sense of community.

▎10. Professional Development

• Training for Educators: Engage in ongoing professional development focused on teaching strategies for students with hearing disabilities.

By implementing these strategies, teachers can create a supportive learning environment that accommodates the needs of students with hearing disabilities, promoting their academic success and social integration.

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Teaching mechanism for students with hearing disability

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1.student With gifted And talented.

AI Overview

+5

A student identified as gifted and talented (GT) demonstrates high-level performance or potential in one or more areas, often exceeding the achievements of their peers. This can manifest as exceptional intellectual, creative, or artistic abilities, advanced leadership skills, or excellence in specific academic fields. They require differentiated educational programs to reach their full potential.

Key Characteristics:

Advanced Learning: GT students often learn at a faster pace and may grasp concepts that are several grade levels above their age peers.

Well-Developed Skills: They may have advanced vocabulary, reading, and writing skills.

High Motivation: They are often highly motivated, especially when presented with challenging tasks.

Specific Interests: They may have intense interests and focus on specific areas of study.

Unique Strengths: They may exhibit creativity, problem-solving skills, and a strong sense of curiosity.

Sensitivity and Depth: They may also demonstrate unusual emotional depth and sensitivity.

Social and Emotional Needs: It's important to remember that GT students, like all students, have social and emotional needs that require attention and support.

Educational Needs:

Differentiated Instruction:

GT students require educational programs that are tailored to their specific needs and learning styles.

Enrichment and Acceleration:

This may involve providing opportunities for enrichment activities, advanced coursework, or even acceleration through grade levels.

Support and Guidance:

They may need guidance and support to develop their social and emotional skills alongside their academic achievements.

Name of Group id number

1.Migbar Minda. PGDTECOH 063/25

2.Mathewos Elias PGDTECOH 055/25

3.Mesay Gayo PGDTECOH 061/25

4.Dawit Degife. PGDTECOH 022/25

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Teaching mechanism of student with Disabilities
1. Students  with Autism spectrum disorders

* Get to know each student's strengths, challenges, and interests.
*Establish a daily schedule to provide predictability.
*Use visual schedules, charts, and graphics
*Interests-Based Activities: Incorporate the student’s interests into lessons to boost motivation.

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Teaching students with Autism Spectrum Disorder (ASD) requires a tailored approach that considers their unique strengths, challenges, and learning styles. Here are several effective mechanisms and strategies:

▎1. Structured Environment

• Visual Supports: Use visual schedules, charts, and cues to help students understand routines and expectations.

• Consistent Routine: Establish a predictable daily schedule to reduce anxiety and help students feel secure.

▎2. Individualized Instruction

• Personalized Learning Plans: Develop Individualized Education Programs (IEPs) that cater to the specific needs of each student.

• Differentiated Instruction: Adapt teaching methods and materials to accommodate varying levels of understanding and skill.

▎3. Use of Visuals

• Graphic Organizers: Employ diagrams, charts, and mind maps to enhance comprehension.

• Social Stories: Create narratives that illustrate social situations and appropriate responses.

▎4. Communication Strategies

• Augmentative and Alternative Communication (AAC): Utilize tools like picture exchange systems or speech-generating devices for non-verbal students.

• Clear Language: Use simple, concrete language and avoid idioms or abstract concepts.

▎5. Social Skills Training

• Role-Playing: Engage students in role-playing scenarios to practice social interactions.

• Peer Buddies: Pair students with peers for social activities to promote interaction and friendship.

▎6. Behavioral Interventions

• Positive Reinforcement: Implement reward systems to encourage desired behaviors.

• Functional Behavior Assessment (FBA): Analyze behaviors to understand their causes and develop appropriate interventions.

▎7. Sensory Considerations

• Sensory Breaks: Incorporate regular breaks for sensory activities to help students manage sensory overload.

• Calming Spaces: Create quiet areas where students can retreat when feeling overwhelmed.

▎8. Engaging Teaching Methods

• Hands-On Learning: Use tactile and kinesthetic activities to engage students actively.

• Technology Integration: Incorporate educational apps and tools that cater to diverse learning styles.

▎9. Collaboration with Specialists

• Interdisciplinary Teams: Work with special education teachers, speech therapists, occupational therapists, and behavior analysts to provide comprehensive support.

• Family Involvement: Encourage communication with families to ensure consistency between home and school strategies.

▎10. Monitoring Progress

• Regular Assessments: Use ongoing assessments to track student progress and adjust teaching methods as needed.

• Data Collection: Maintain records of behavioral incidents, academic performance, and social interactions to inform instruction.

▎Conclusion

Each student with ASD is unique, so it's essential to remain flexible and responsive to their individual needs. Building strong relationships, fostering a supportive environment, and employing evidence-based strategies can significantly enhance the learning experience for students with autism.

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Group Name

1 Tayech Arega ID PGDTEcoH_082/25

2 Ashenafi Dukamo ID PGDTEcoH_013/25

3 Sitota Harka ID PGDTEcoH_078/25

question A student With autism disabilities

A student with autism disability, often referred to as a student with autism spectrum disorder (ASD), is an individual who has been diagnosed with a developmental disorder characterized by challenges in social interaction, communication, and repetitive or restrictive behaviors. The autism spectrum is wide, meaning that individuals can experience a range of symptoms and varying degrees of severity.

Key characteristics of students with autism may include:

1. Social Communication Difficulties: They may struggle with understanding social cues, maintaining conversations, or expressing their thoughts and feelings.

2. Repetitive Behaviors: Some students may engage in repetitive movements or speech, have specific routines, or show intense interest in particular topics.

3. Sensory Sensitivities: Many individuals with autism may have heightened or diminished sensitivity to sensory input, such as sounds, lights, textures, or tastes.

4. Varied Cognitive Abilities: Cognitive abilities can vary widely among individuals with autism. Some may have intellectual disabilities, while others may have average or above-average intelligence and excel in certain areas.

5. Individualized Needs: Each student with autism is unique, and their needs for support and accommodation will differ. Some may require special education services, while others may thrive in general education settings with appropriate support.

Understanding and supporting students with autism involves recognizing their individual strengths and challenges, creating inclusive environments, and providing tailored educational strategies to help them succeed academically and socially.

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Students with EBDS

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Students with Autism

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Students with learning disability

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Student with health and physcial impairements

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Student with gift and talented student

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Students with learning disability

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1/ Students with visual disability

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Students with Hearing Disability

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I. What is Educational Technology for Primary School Teachers?

1.     Educational technology (EdTech) for primary school teachers refers to the use of digital tools, devices, software, and teaching strategies to improve the teaching and learning process for young students. It helps teachers plan lessons better, present content more clearly, make learning fun and interactive, and assess students more easily.

2.     Simple Definition: Educational Technology is the practical use of digital tools and methods by teachers to support teaching, learning, and assessment activities in the classroom.

4. Why It’s Important for Primary School Teachers:

Makes learning active, visual, and interesting for young learners.

Helps students with different learning needs (including disabilities).

Allows teachers to easily assess and track student progress.

Saves teachers’ time on lesson planning and reporting.

It can improve students’ digital literacy skills early.

5.     Quick Examples of Educational Technology

·       Use a Bluetooth speaker to play English stories.

Download educational videos on a flash drive and show them on a TV.

Use simple HTML apps like Roster Manager to manage class records.

Use Google Forms or offline surveys for quizzes if the internet is available.

In conclusion, even without expensive gadgets or constant internet, low-cost, simple educational technologies can still make a big difference in a primary classroom. The key is using what’s available in a smart, planned way to enhance learning.

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Educational Technology for Primary School Teachers