This document discusses some of the challenges faced by students with specific learning disabilities at school. It notes issues with organization, time management, language processing, visual-spatial skills, motor coordination, sensory processing, and arousal regulation. The pyramid graphic suggests that students with learning disabilities may benefit from a hands-on, multi-sensory approach to education that addresses their whole body, not just their brain.

1. LEARNING TO HIS
POTENTIAL AT SCHOOL
ORGANISATION
CAN’T ORGANISE
SELF OR WORK
MUM DOES
PROJECTS
SEQUENCE
WHERE TO
START?
NEEDS ONE-TO-ONE
TEACHING
POOR
RHYTHM
TIME
ALWAYS LATE DAYDREAMS
LANGUAGE
‘HUH?’ NEED TO REPEAT HARD TO EXPRESS HIMSELF
VISUALISATION
CAN’T MAKE PICTURES IN MIND POOR COMPREHENSION
GETTING MEANING FROM SEEING, HEARING, FEELING
HATES JIGSAWS CRAVES TOUCHINGLOUD NOISES UPSET
SPACE AROUND US
CROOKED COLUMNS HARD TO COPY SHAPES
DIRECTION
UP? RIGHT?LEFT? DOWN?
INTEGRATION OF TWO SIDES OF THE BODY
WHICH HAND? REVERSALS b/dMIDLINE WALL ‘TRIES SO HARD’
‘TUNING IN’AWARENESS
IMMATURE IDEA OF OWN BODY NOT AWARE OF SIGHTS AND SOUNDS
POSTURE
UNSTABLE STRAINED HANDWRITINGPOOR BALANCE
MESSAGES FROM WORLD TO BRAIN
THROUGH SKIN, MUSCLES, BALANCE SYSTEM, EARS AND EYES
AROUSAL LEVEL
OVERACTIVE CAN’T CONCENTRATE UNDERACTIVE POOR MEMORY
THE PYRAMID OF LEARNING
FOR SLD STUDENTS
(©Move to Learn www.movetolearn.com.au)
*