

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


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
ATTITUDINAL BARRIERS
المؤلف:
DEBRA FEARNS, JACKIE KELLY, PAUL MALORET, MALCOLM McIVER AND TRACEY-JO SIMPSON
المصدر:
Caring for People with Learning Disabilities
الجزء والصفحة:
P110-C7
2025-10-18
331
ATTITUDINAL BARRIERS
Adults with learning disabilities are a marginalized group within society, and, unfortunately, this is reflected in attitudes expressed by professional health and social care staff. Shanley and Guest (1995) highlighted that adults with learning disabilities are stigmatized by adult nurses. Slevin and Sines (1996) reported that adult nurses showed an unenthusiastic attitude towards people with learning disabilities. This may be explained, in part, by their lack of exposure to adults with learning disabilities and that even in a ‘Common Foundation Program’ (CFP), the majority of content and teaching centered on adult nurses. It is possible, though, that even with a more balanced CFP and exposure to adults with learning disabilities in a short practice experience, these attitudes may still not change. Fitzsimmons and Barr (1997) identified a number of factors that could influence attitudes. These included: poor preparation and education and awareness of people with learning dis abilities; communication barriers; difficulties in dealing with their behavior; and limited understanding of what constitutes learning disabilities.
Other health and social care professionals may also have stigmatizing attitudes towards adults with learning disabilities which need to be challenged. This is evidenced by the report Facing the Facts (Department of Health 1999), which details that health professionals were ‘not in tune with the way that people with learning disabilities experience health interventions’. It is hoped that the strategies outlined by the Department of Health (2001a) will help to foster effective working relationships that will promote understanding and overcome stigmatization. Later we will highlight good practice initiatives that are being put in place to support adults with learning disabilities.
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