The purpose of the present study was to examine the grammatical morphology and sentence imitation performance of two different groups of children with language impairment and to compare their performance with that of children learning language typically. Expressive use of tense-bearing and non-tense-related grammatical morphemes was explored. Children with specific language impairment (SLI), with Down syndrome (DS), and with typical language development (TL) were matched on mean length of utterance (MW). Performance was compared primarily on composite measures of tense, tense inflections, and non-tense morphemes, as well as on the Sentences subtest of the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R; D. Wechsler, 1989). Exploratory analyses were completed on a set of 11 individual grammatical morphemes as a follow-up to the principal analyses. As predicted, the children with SLI performed significantly more poorly than the children with TL on all three composite measures. In addition, the DS group exhibited significantly weaker performance than did the TL group on the tense inflections and non-tense morpheme composites. Although there were no statistically reliable differences between the SLI and DS groups on any morpheme measure, the groups were not comparably weak in their use of the regular post, -ed; the irregular third person singular morphemes (e.g., has, does); the present progressive, -ing; or the use of modals. The SLI and DS groups both performed more poorly than did the TL group on the sentence imitation task.

This paper presents a holis tic m o d e l o f t h e h e a l t h p r o m o t i n g s c h o o l a n d a panoramic framework for evalution. The f r a m e w o r k i s b o a r d , a c k n o w l edging the range of national s e t t i n g s i n w h i c h h e a l t h p r o m o g i n g s c h o o l s a r e being developed, a n d d r a w s a t t e n t i o n t o t h e e m p h a s i s o n c o n t e x t a n d process rather than outcomes. The conceptual model is applied to the European Network of Health Promoting Schools (ENHPS), where the s a m e f o r c e s m a y b e a t w o r k i n r e l a t i o n t o t h e i n n o v a t i o n b u t o p e r a t e i n d i f f e r e n t w a y s a n d w i t h d i f f e r e n t d e g r e e s o f s t r e n g t h . T h e p a p e r r e c o m m e

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This paper examines perspectives on student disaffection in education at the levels of culture and policy. It considers the balance between punitive/exclusionary and therapeutic/restorative positions. The paper engages with concepts of retributive punishment (Murray, 2004a;, social welfare ideologies (Esping-Andersen, 1990) and discourses of social exclusion (Levitas, 1998). The conclusion is that policy choices are made about how disaffected, at risk young people are to be provided for, and these policy choices are not contained simply within an education policy and practice setting. The policy responses emerge from national and local government decision-making. They correlate with national indicators of punitiveness in the criminal justice system and the scale of inequalities tolerated. Policies resonate with deepseated cultural positions which are linked to the willingness to pay -for prevention or for punishment -and with the propensity to allocate blame either to individuals and families or to societal failures. Opportunities for intervention at points in the reinforcing cycle of punitiveness are indicated.

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