SUMMARY The effectiveness of a kinaesthetic training programme proposed by Laszlo for children with movement difficulties was evaluated by comparing two groups of 10 “clumsy‘ children matched pairwise on age, IQ and sex as well as degree of kinaesthetic and motor impairment. Tests of kinaesthetic ability, using the Parameter Estimation by Sequential Testing (PEST) procedure, and motor competence administered before and after treatment revealed an improvement in both groups on all measures but no differential effect of the training programme. Immediately after training, the changes we obtained in motor performance were confined to balance skills but, at follow up. 3 months later, changes in manual and ball skills were also evident. This unusual pattern of change requires replication. Our findings forced us to consider the possibility that any effect of Laszio s recommended training programme had been obscured by our use of the PEST procedure, which had in itself facilitated motor learning. RÉSUMÉ La correction de la malaclres. se. 1) Une évaluation tie I'approche kinesthésique de Laszio L'efficacité d'un programme d'apprentissage proposé par Laszio pour les enfants ayant des troubles moteurs a étéévalutée en comparant deux groupes d'enfants maladroits appariés par paire pour l'âge, le Q.L et le sexe aussi bien que pour le degré de trouble motcur et de difficultés kinesthésiques. Des tests d'aptitude kinesthésique utilisant le procédé du Parameter Estimation by Sequential Testing (PEST), et ceux de compétence motrice administrés avant et apres le traitement prouvèrent un progrès dans les deux groupes mais sans effct différent dans le groupe avec programme d'apprentissage. Immédiatement après 1'apprentissage, le bénéfice obtenu en performance motrice était limité aux fonctions d'équilibre mais au suivi, 3 mois plus tard, un progrès évident s'éendait au geste et au maniement d'une balle. Cette distribution inhabituelle des modifications demande àêtre reproduite. Nos données nous oblige à envisager la possibilité que certains effets du programme d'entra'nement recommandé par Laszio aient été masqué par l'émploi du PEST qui, par lui‐même aurait eu un effet de facilitation de Tapprentissage moteur. ZUSAMMENFASSUNG Behandlung bei Unbeholfenheit ‐1: Betirteiliing des kinaesthetischen Konzeptes nach Laszio Die Wirksamkeit eines kinaesthetischen Programms nach Laszio für Kinder mit Bewegungsstörungen wurde untersucht, indem zwei Gruppen von je 10 ‘unbeholfenen’ Kindern, die paarweïse nach Alter, IQ und Geschlecht, sowie Grad der kinaesthetischen und motorischen Störung zusammenpaßten, verglichen wurden. Tests zur Beurteilung der kinaesthetischen Fähigkeit, mit dem Parameter Estimation by Sequential Testing (PEST) Verfahren, und der motorischen Fähigkeit, die vor und nach der Behandlung durchgeführt wurden, ergaben in beiden Guppen in alien Bereichen eine Verbesserung, aber keinen unterschiedlichen Effekt des Trainingsprogramms. Sofort nach dem Training waren die erreichten Veränderungen im motorischen Bercich auf den Sekt...

SUMMARY The remediation of clumsiness ‐II: Is kinaesthesis the answer? The paper reports the second of two studies designed to evaluate the effectiveness of the Kinaesthetic Training Programme (Laszlo and Bairstow, 1985) for children with movement difficulties. Three groups of 12 children were matched on age, IQ and sex as well as degree of kinaesthetic arid motor impairment. One group received the Laszlo training, another received a training programme designed to avoid explicit reference to kinaesthesis and the third group received no training. Children receiving no intervention failed to show a change in performance. By contrast, the motor competence of both groups of treated children improved significantly. There was no advantage for the Laszlo trained group. It seems that in designing a remediation programme for clumsy children, the way that training is presented is as important as its actual content. RÉSUMÉ La correction de la maladres. se. II: La réponse est‐elle dans la kinesthésie? L'article rapportc la seconde de deux études établies pour évaluer l'efficacité du Programme d'entraînement kinesthésique (Laszlo et Bairstow. 1985) pour enfants ayant des diffieultés motrices. Trois groupes de 12 enfants ont été apparies pour l'âge. le Q.l. et 1c sexe. ainsi que pour ie degré d'atteinte motrice et kinesthésique. Un groupe bénéfieia de l'apprentissage Laszlo. un autre bénéficia d'un programme établi pour éviter les références it la kinestliesie et le troisieme groupe ne benefieia d'aucun programme. 11 n'y eut aucun changem.ent des performances dans ce dernier groupe. sans entraînement. A l'opposé, les compétences motrices des deux groupes d'enfanis traites turent améliorées significativement. Aucun avantage ne tut noté pour le groupe Lazslo. Il semble qu'en établissant une rééducation pour enfants nialadroits. la fucon dont le programme est presente soil aussi importante que le contenu. ZUSAMMENFASSUNG Béhadilling der Unbeholfenheit. II: 1st Kinaesthesie die Antwort?. Diese Arbeit berichtet über die zweite von zwei Untersuchungen. die zur Beurieilutig der Wirksamkeit des kinaesthetischen Trainingsprogramms (Laszio and Bairstow, 1985) für Kinder mit Bewegungsstörungen durchgeführt wurdc. Es wurden drei Gruppen von 12 Kindern mit vergleichbarem Alter, IQ und Geschlecht, sowie Grad der kinaesthetischen und motorischen Stoning zusammcngestellt. Eine Gruppe crhielt das Training nach Laszio, eine anderc bekam ein zusammengestelltcs Trainingsprogramm, um eine weitere Referenz zu vermeiden und die dritte Gruppe wurdenicht behandelt. Die Kinder ohne Bchandlung zeigten keine Venänderung ihrer Leistungen. Im Gegensatz dazu besserten sich die motorischen Fähigkeiten der Kinder in beiden Trainingsgruppen signifikant. Die nach Laszio trainierte Gruppe war nicht besser: Offenbar ist für das Konzept eines Bchandlungsprogramms die Art, wie ein Training gemacht wird, genauso wichtig wie sein eigentlicher Inhalt. RESUMEN La mejoria de la torpeza. II: Es la cinesiesia la respuesla? La comunicación aporta el segundo de dos estudio...

In previous papers (Sims, Henderson, Hulme, & Morton, 1996a; Sims, Henderson, Morton, & Hulme, 1996b) we have found that the motor skills of clumsy children are capable of significant improvement following relatively brief interventions. Most remarkably, this included a 10-minute intervention while testing the kinaesthetic acuity of the children using a staircase method (Pest). In this paper, we show that Pest testing improves the kinaesthetic acuity of normal children as well. We analyse the available data on the development and improvement of motor skills and kinaesthetic acuity and derive a causal model for the underlying skills. We show that at least three independent cognitive/biological components are required to account for the data. These three components are affected differently by the various interventions that have been tried. We deduce that improvement on a general test of motor impairment can be found as a result of training in kinaesthetic acuity or through other, independent factors.

This Emerging Issue Report (EIR) explores research and evidence on the relationship between education, girls’ education and climate change. There is scientific consensus that climate change is real, manifested through increasing temperatures, changing rainfall patterns and increasing frequency and severity of extreme weather events, including drought, flooding and cyclones. Climate change, environmental degradation and climate vulnerability are closely linked. Climate change exacerbates environmental and land degradation, especially in areas with drylands and permafrost, river deltas and low-lying coastal areas. There is high confidence that people living in areas affected by environmental degradation are experiencing an increase in the negative effects of climate change. Gender, alongside other drivers of vulnerability and exclusion, is a key determinant of an individual’s vulnerability to the effects of climate change and environmental degradation and influences how climate change is experienced. It is estimated that at least 200 million adolescent girls living in the poorest communities face a heightened risk from the effects of climate change. Evidence and commentary on the role of education, and girls’ education, to address climate change through adaptation, resilience and mitigation is limited, albeit growing. This EIR identifies and summarises the evidence and key commentary around the following themes: links between education, particularly girls’ education, and climate change; how climate and environment matter for achieving gender equality; and why securing girls’ education is an important strategy in addressing climate change. The EIR draws on academic research and literature from low- and middle-income countries (LMICs), as well as policy frameworks and grey literature, media articles and blogs from the climate, education and gender fields.

It is important to assume that the learning crisis caused by COVID-19 is not over. As highlighted by 2021 school closures in response to the Delta variant, lessons learned from school closures in 2020 are required and applicable. There is therefore a need for reflection and a consolidation of lessons learned to protect education outcomes. Lessons include the need for parental engagement and support, the mobilisation of community actors, and inclusive and accessible remote learning approaches (Kapur, 2020, p. 38). This literature review seeks to better understand what worked and what did not work in education interventions during the first wave of COVID-19, in order to support planning on current and future school closures and/or disruptions to education systems. It focuses on three key areas: 1. Support to teachers to continue teaching during school closures, and the role of teachers in supporting marginalised learners; 2. Approaches to ensure the continuation of learning; and 3. Approaches to reach the most marginalised learners.