ABSTRACT
Every kind of learning is based on information taken in by the child: it depends on an appropriate input. Obstacles which are due to a physical handicap are easy to recognize; those which are due to fragmented learning tend to be more obscure, as they only show up in certain conditions: when the help usually given to the child is lacking. Obstacles to processing due to disorders of attention and concentration cause confusion when input is non-selective. The actions of handicapped children are apt to be interrupted whenever the handicap does not allow them to continue without help and the resulting interruptions were seen to leave the learning experience fragmented. Part of the problem is failure to take note of what that help achieved and this means that an obstacle to input is caused by fragmented learning. Recognizing obstacles to input is essential, so that steps are taken to overcome them and to provide conditions for successful actions and learning.
