What teachers can do about learning difficulties

People worldwide share the belief that education is important for children. Academic achievement is considered to be a key to future economic stability and personal success in life. Yet, in spite of school curricula being designed to be achievable to the average learner, too many children and youths are not able to meet the learning targets set by their teachers and education authorities. These children are not necessarily amongst those who have a mental or physical problem that can be seen to interfere with their learning. Neither are many of them disadvantaged in terms of geographic location, poverty, poor home circumstances and poor teaching. So what is missing? Why are these children having difficulties and showing fairly commonly observed symptoms such as

  • Hyperactivity
  • Problems with gross motor skills
  • Memory deficits
  • Disorganization – always losing equipment and possessions
  • Concentration problems
  • Inability to complete tasks in time
  • Difficulty understanding concepts
  • The list goes on and on ….


These behaviours may lead to some or other diagnosis with the result that the child is labelled.  We hear about Dyspraxia, Dyslexia and many other words starting with ‘dys’, which signifies a supposed learning disability.  Here are some definitions of the most frequently used labels:

Dyspraxia: difficulty coordinating movements

Dyslexia: difficulties with language, such as reading, writing or spelling

Dysgraphia: difficulties with writing, spelling, handwriting, putting thoughts on paper

Dyscalculia: difficulty learning and understanding how to use numbers

Dysphasia: difficulties with speaking and/or understanding language

And then, of course, we have Attention Deficit and Hyperactivity Disorder (ADHD).


Integrated Learning Therapy (ILT) dislikes the use of labels because they result in the label being treated while sight is lost of the child who carries the label. It works like this: A teacher has difficulty in getting a child to remain in her chair and the constant movement suggests to her that the child is hyperactive.  The parents are asked to consult a medical doctor. The doctor listens to the complaints and perhaps observes the child’s restlessness in the consulting room. A diagnosis of ADHD is made and a prescription for a drug that is recommended for this disorder is promptly written.


The usual approaches recommended to ‘treat’ the labels don’t always help.  If we don’t understand the real nature and cause of a learning or behaviour problem then all we are doing is treating the symptoms shown by the child.  This is the same as taking a headache pil: it certainly may help to relieve the pain we call ‘a headache’ but doesn’t do anything about getting rid of what may be causing it in the first place.

Too often we label these symptoms and lose sight of what could be an underlying cause of these symptomatic behaviours.  If the underlying cause of a child’s problem is misdiagnosed, families may try many ‘cures’ for a disease, disorder or condition that their child doesn’t actually have.


Make no mistake – some children do struggle with aspects of learning and sometimes the label might be accurate.  Children with ‘real’ ADHD, Dyslexia, Dyspraxia and so on need specialized help in the particular area of difficulty.   ILT has, however, had many years of experience in unravelling the root causes of the symptoms shown by many children.  In most cases, the disabilities are caused by neurodevelopmental delays, meaning that they have a brain area that hasn’t developed fully.  In many other cases, the brain is unable to function optimally because of the influence of environmental factors.  If these are addressed, the symptoms sometimes disappear or at least diminish considerably.  Neuroscience has proved that the brain is ‘plastic’, meaning that it can change, grow and be adapted continually.  This knowledge means that we can restructure the brain, encourage the growth of new brain cells, stimulate the development of new neural pathways.


With this knowledge, why resort to only the use of medication or remedial teaching methods to try and find ways of coping with the symptoms of various disorders?  Why not learn how to correctly identify possible causes of these disorders?  Why not be able to refer to professionals who might be better able to help the child at a fundamental level?


Better still, teachers at the pre- or early primary school level should have knowledge of how to prevent neurodevelopmental problems from interfering with school progress.


One way of ensuring that the brain has developed to the point that a child is learning ready, is to incorporate special movement programmes into the pre-school and Grade 1.


The role of movement in brain development


Research over the last few decades has convinced us that movement is crucial to the organization of our neurological system (i.e. the brain and other parts of the central nervous system).  A well organized nervous system that has well developed neural networks will function efficiently and effortlessly.  Think of a child whose behaviour is ‘scattered’. He may be unable to sit still or listen in order to understand.  He reacts before thinking and seems aimless in what he does. Even when playing, he seems to prefer running around the playground rather than take part in more organized or purposeful games.  This kind of disorganized behaviour is a reflection of a disorganized neural network.  His ‘brain wiring’ hasn’t made the connections needed for purposeful, deliberate, productive thinking and behaviour.  So often it is possible to see that the brain needs help in becoming more efficiently ‘wired’.  He doesn’t have ADHD.  He is in need of neurological organization that can happen if he is given certain movements to do that replicate those he should have done in infancy.


The discovery of the importance of movement has lent a great deal of support to the importance of allowing babies to move freely during infancy.  Babies who are strapped to their mother’s backs for too long, or who are confined to baby seats, car seats, walking rings and so on are not able to move as they should. This can interfere with good brain development.  Babies who are left passively lying in a cot without stimulation to encourage movement of the head, eyes and body are also at a disadvantage. We believe today that the best playground for a baby is a rug spread out over open floor spaces.


Would you like to learn more about this? ILT offers training courses to teachers especially to help equip them with knowledge of what the brain needs to develop and function properly.


Our distance courses are very popular, as busy teachers don’t have to spend days away from work and home and do not incur travelling or accommodation costs.


In addition, no-one needs to fear failure on our courses. We try to help all trainees as much as is needed to ensure all arrive at a deep understanding of the content. For those courses which include movement activities, we also work hard at helping you feel confident in using the activities correctly in order to help individual children as well as groups.


You can read about our ILT 1 course on the website www.ilt.co.za or write to us for information at info@ilt.co.za.. This course is suitable for teachers at all levels – from preschool through to High school.


Here is some information about a new course that we have put together – mainly for preschools and teachers in Grades 1 and 2:


Readiness to Learn: A practical, ready to use programme to develop learning readiness in children aged 4 – 8.


This course is aimed at helping classroom teachers or teaching assistants address or prevent learning difficulties in pre-school or early primary school.  The course consists of two sections: 

  • Section 1 provides important theory about the reasons why children may enter school without being ready to learn and explains how these may be addressed.
  • Section 2 provides a 30 week programme of daily activities designed to help children achieve learning readiness. The handbook contains guidelines for the use of the activity programme, a list of very simple equipment that will be needed and the programme to be followed.  The daily activities require 15 – 20 minutes per day.


All course materials are sent electronically, so can be downloaded to your computer.

A certificate is issued on successful completion of the course.


The cost of the course is R2000 all-inclusive.


Contact Details



+27 (0) 21 873 4951
+27 (0) 82 559 9966
+27 (0) 82 414 4814
+27 (0) 86 691 0051

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