

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
Health professionals
المؤلف:
Sue Soan
المصدر:
Additional Educational Needs
الجزء والصفحة:
P24-C2
2025-03-27
593
Health professionals
The SEN Code of Practice (DfES, 2001: 7), and SEN Toolkit (DfES, 2001a), Section 12 clearly state that:
The local Health Authority (HA) needs to ensure that there are clear methods for collaboration with the LEA and social services departments in meeting their joint responsibilities under section 322 of the Education Act 1996 and section 27 of the Children Act 1989, and that they are known by the relevant officers.
There is also a need for the Health Authority to ‘designate a medical officer for special educational needs’ (DfES, 2001: 7). The SEN Code of Practice (DfES, 2001), in Section 10.26, lists what a designated medical officer should do in regard to inter-agency working with education and social services.
The health professionals that may be included in inter-agency meetings in schools could include:
■ health visitors (HV)
■ paediatricians
■ school health service
■ speech and language therapists (SLT)
■ physiotherapists
■ occupational therapists (OT)
■ clinical psychologists (CP)
■ audiologists and ophthalmologists
■ child mental health team.
They may provide specialist assessment and diagnosis and it is important here to note that the designated medical officer should: ‘make sure that there are appropriate mechanisms so that health advice is provided for annual review meetings and transition planning when appropriate’ (DfES, 2001: 8).
A health professional will be able to give advice and any relevant training to school staff, in liaison with the parent/carer and the pupil, on the management of a pupil’s medical condition. They may also provide input outside of the school context, for example, in a clinic for speech and language therapy or a hospital. It is in this kind of situation that inter-agency planning is vital if a pupil is going to be able to receive a holistic education plan that considers aspects such as missed schooling and medical needs.
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