For centuries, the education of children with learning disabilities has been a problem and a challenge. Many methods of teaching have been proposed, yet every day there are new techniques and strategies on how to achieve the maximum success of these children. The problem of educating a child cannot be solved quickly and easily, rather it requires much careful analysis and research. Workers in this field are developing new theories on a day-to-day basis. All the methods proposed seem to be the answer, yet the problem is not yet solved. Meanwhile, we must determine the best strategies for the most effective method of teaching a child with learning disabilities. Children whom we are discussing are those who are sometimes thought to be unprogressive or otherwise not achieving as well as they should at their age level in school. They are usually average children who experience extreme difficulty in learning how to read or to do mathematical problems, or who have difficulty in handling a pencil, buttoning buttons, or tying shoelaces. They can be harshly teased by their classmates for clumsiness or “stupidity,” and are frequently labeled as “disciplinary” problems by their teachers because they may act up in class in an attempt to blend in their lack of preparation. Their disabilities are often not recognized and many times these children grow up and go through life, still impaired, still making adjustments, never having been helped because the nature of their disability had not been recognized. Children with learning and behavioral difficulties have a lot in common with all children. They rarely exhibit any kinds of learning and behavior characteristics that are not also seen in the typical child. For example, many times they cannot tell the difference between similar letters or numbers. Many children also exhibit visual perceptual problems during their early exposure of reading instruction, but most children soon l...
