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Give your students further practice with English grammar through writing exercises. We offer a good number of writing worksheets on this site. There are printable composition writing templates, sentence scrambles , gap fill exercises, word scrambles, picture description and more which have been broken down into beginner, intermediate and high level writing exercises. Almost all you need to give your English students good writing practice.

Read aloud

Let them choose their own books.

Provide time for reading.

Acceptances or transfers to special education In the statistics on special education in comprehensive schools, acceptances and transfers to special education in 1995 to 2010 refer to pupils who have been accepted or transferred to special education due to disability, illness, delayed development, emotional disorder or other reason. Decisions about acceptances or transfers have been made by municipal administrative bodies and have required hearing of experts and parents, and drawing up of plans concerning the organisation of personal teaching. If necessary, subject syllabuses can have been individualised and reduced from those in general education. Duration of compulsory education can also have been extended where the pupil has not been to able reach the targets set for comprehensive school education within nine years. From 2011 onwards, comprehensive school pupils accepted and transferred to special education have been considered equal to comprehensive school pupils having received special support.

Comprehensive school In the statistics on pre-primary and comprehensive school education, subject choices of students, special education, and students and qualifications of educational institutions comprehensive schools refer to educational institutions providing basic, general knowledge teaching to an entire age cohort (basic comprehensive school education, compulsory education school). All children of the compulsory school age of 7 to 16 must complete the comprehensive school. Completion of the comprehensive school takes nine years.

1. Severely delayed development The grounds for acceptance or transfer to special education are moderate, severe or very severe delay of development. Pupils' syllabuses are always partly or com-pletely individualised. 2. Slightly delayed development The grounds for acceptance or transfer to special education are slight delay in the pupil's development. 3. Varying degrees of cerebral dysfunction, physical disability or similar The grounds for acceptance or transfer to special education are the pupil's neurological disability or developmental disorder, such as ADHD, or physical disability, such as the CP syndrome. 4. Emotional disturbance or social maladjustment The grounds for acceptance or transfer to special education are the pupil's emo-tional disturbance or social maladjustment. 5. Learning difficulties related to autism or the Asperger's syndrome The grounds for acceptance or transfer to special education are the pupil's autism or Asperger's syndrome. 6. Learning difficulties caused by impaired linguistic development (dysphasia) The grounds for acceptance or transfer to special education are the pupil's im-paired linguistic development (dysphasia). 7. Visual impairment The grounds for acceptance or transfer to special education are the pupil's visual impairment. 8. Hearing impairment The grounds for acceptance or transfer to special education are the pupil's hear-ing impairment. 9. Other than reasons listed above The grounds for acceptance or transfer to special education are some other reasons not listed above. The grounds for special education were based on the decision concerning acceptance or transfer to special education.

what do we know about the excluded?

Poverty and marginalization are major causes of exclusion.

Until the 1980s, preschools in most countries were largely focussed on providing simple child minding. But as economies shift towards more knowledge-based activities, awareness about child development—the need to improve their social awareness, confidence and group interaction skills, and to prepare them for starting primary education—continues to grow. Nevertheless, policymakers still give most attention to the tertiary, secondary and primary levels of education, in descending order of importance, with the least focus given to the early years of child development.

also broader reasons to invest in preschool. At one level, it helps facilitate greater female participation in the workforce, which bolsters economic growth

From neuro-scientific research, we understand the criticality of early brain development; from social science research, we know that high quality programmes improve children’s readiness for school and life; and from econometric research, we know that high quality programs save society significant amounts of money over time.  Early childhood contributes to creating the kinds of workforces that are going to be needed in the twenty-first century.”