ABSTRACT
Children with learning difficulties often have isolated areas of skill that do not necessarily match up with the stages of normal development. This causes confusion and frustration for those involved in the teaching, learning and assessment process. On top of this, a child's disorder/condition impacts on their ability to learn and develop new skills. The challenge facing practitioners is to work with the child's strengths and difficulties while also rigorously acknowledging the inherent problems created by a child's particular condition or disorder. Learning opportunities need to be personalised to ensure a child reaches their full potential.
