

Grammar


Tenses


Present

Present Simple

Present Continuous

Present Perfect

Present Perfect Continuous


Past

Past Simple

Past Continuous

Past Perfect

Past Perfect Continuous


Future

Future Simple

Future Continuous

Future Perfect

Future Perfect Continuous


Parts Of Speech


Nouns

Countable and uncountable nouns

Verbal nouns

Singular and Plural nouns

Proper nouns

Nouns gender

Nouns definition

Concrete nouns

Abstract nouns

Common nouns

Collective nouns

Definition Of Nouns

Animate and Inanimate nouns

Nouns


Verbs

Stative and dynamic verbs

Finite and nonfinite verbs

To be verbs

Transitive and intransitive verbs

Auxiliary verbs

Modal verbs

Regular and irregular verbs

Action verbs

Verbs


Adverbs

Relative adverbs

Interrogative adverbs

Adverbs of time

Adverbs of place

Adverbs of reason

Adverbs of quantity

Adverbs of manner

Adverbs of frequency

Adverbs of affirmation

Adverbs


Adjectives

Quantitative adjective

Proper adjective

Possessive adjective

Numeral adjective

Interrogative adjective

Distributive adjective

Descriptive adjective

Demonstrative adjective


Pronouns

Subject pronoun

Relative pronoun

Reflexive pronoun

Reciprocal pronoun

Possessive pronoun

Personal pronoun

Interrogative pronoun

Indefinite pronoun

Emphatic pronoun

Distributive pronoun

Demonstrative pronoun

Pronouns


Pre Position


Preposition by function

Time preposition

Reason preposition

Possession preposition

Place preposition

Phrases preposition

Origin preposition

Measure preposition

Direction preposition

Contrast preposition

Agent preposition


Preposition by construction

Simple preposition

Phrase preposition

Double preposition

Compound preposition

prepositions


Conjunctions

Subordinating conjunction

Correlative conjunction

Coordinating conjunction

Conjunctive adverbs

conjunctions


Interjections

Express calling interjection

Phrases

Sentences

Clauses


Grammar Rules

Passive and Active

Preference

Requests and offers

wishes

Be used to

Some and any

Could have done

Describing people

Giving advices

Possession

Comparative and superlative

Giving Reason

Making Suggestions

Apologizing

Forming questions

Since and for

Directions

Obligation

Adverbials

invitation

Articles

Imaginary condition

Zero conditional

First conditional

Second conditional

Third conditional

Reported speech

Demonstratives

Determiners

Direct and Indirect speech


Linguistics

Phonetics

Phonology

Linguistics fields

Syntax

Morphology

Semantics

pragmatics

History

Writing

Grammar

Phonetics and Phonology

Semiotics


Reading Comprehension

Elementary

Intermediate

Advanced


Teaching Methods

Teaching Strategies

Assessment
Multidisciplinary, multiagency and multiprofessional
المؤلف:
Sue Soan
المصدر:
Additional Educational Needs
الجزء والصفحة:
P16-C2
2025-03-25
547
Multidisciplinary, multiagency and multiprofessional
These terms do actually mean ‘more than one’ agency, professional or discipline working with a child, but they do not imply that the professionals are working together across the boundaries. Each professional sees a child separately from any of the other services involved with the family or child and shares only vital information with each other.
Case study
This case study is a clear example of multi-agency working, where more than one discipline is involved with Colin’s development, but does so in isolation from all others working with him.
Colin is a Year 1 pupil in a mainstream school. He is on the SEN Register and the SENCO has requested a Statutory Assessment due to his significant difficulties. His IEP targets are concentrating on improving Colins fine and gross motor skills and on trying to help with a severe dribbling problem. Colin visits the speech and language therapist at a local clinic on a weekly basis during school time and also attends an occupational therapists activity group after school on a fortnightly basis. The schools SENCO had supported Colins parents in obtaining these services, but has had no direct contact with the other professionals involved since interventions have been started. Therefore, the SENCO is not aware of what help Colin is actually being given when he goes to the speech and language therapist and the occupational therapist. This obviously means that a holistic approach to Colins needs cannot be achieved when planning programs of work and targets for his IEP or any other aspect of his educational development.
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