Grammar
Tenses
Present
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Present Perfect
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Past
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Past Simple
Future
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Nouns
Countable and uncountable nouns
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Singular and Plural nouns
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Nouns gender
Nouns definition
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Definition Of Nouns
Verbs
Stative and dynamic verbs
Finite and nonfinite verbs
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Adverbs
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Adjectives
Quantitative adjective
Proper adjective
Possessive adjective
Numeral adjective
Interrogative adjective
Distributive adjective
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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
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
Conjunctions
Subordinating conjunction
Correlative conjunction
Coordinating conjunction
Conjunctive adverbs
Interjections
Express calling interjection
Grammar Rules
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
Linguistics
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Linguistics fields
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pragmatics
History
Writing
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Phonetics and Phonology
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Elementary
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Teaching Methods
Teaching Strategies
Historical perspectives The 1990s
المؤلف:
Sue Soan
المصدر:
Additional Educational Needs
الجزء والصفحة:
P2-C1
2025-03-24
321
Historical perspectives
The 1990s
Throughout the 1980s other significant education legislation was passed, but the next significant Education Act was passed in 1993 (section 160), and was consolidated in the Education Act of 1996 (section 316) when:
the general principle that children with special educational needs should where this is what parents wanted normally be educated at mainstream schools was enshrined into law. (DfES, 2001a)
Also it was in 1994 that the Salamanca Statement was drawn up at a United Nations Education, Scientific and Cultural Organization (UNESCO) world conference in Spain. It called upon all governments, including the supportive United Kingdom government ‘[to] adopt as a matter of law or policy the principle of inclusive education, enrolling all children in regular schools, unless there are compelling reasons for doing otherwise’ (DfES, 2001b).
This appears to have been the catalyst for the evolving changes that have been, and are continuing to be, introduced to practitioners and schools through government legislation and guidance. A Green Paper, Excellence for All Children: Meeting Special Educational Needs (DEE, 1997) set out a strategy to improve standards for children with special educational needs and promoted greater inclusion. This Green Paper indicates support both for inclusion and for special schools:
There are strong educational, as well as social and moral grounds for educating children with special educational needs with their peers. We aim to increase the level and quality of inclusion within the mainstream schools, while protecting and enhancing specialist provision for those who need it.
(Croll and Moses, 2000: 1)
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