<B>(A) Behavioural traits of the slow-learner</B>

Let us take a look at some or all the specific attitudes and actions of such a child, both at home and/or at school. He or she doesn?t pay attention in class. Could also give problems at home to one or both parents. Doesn?t do assignments and homework and, therefore, scores poor grades. Will generally not enter into class discussions or discussions regarding anything; and when ?cornered? to answer a question, will give monosyllabic responses. Has a poor sense of self. Immature and easily distracted from the subject at hand in class by relatively unimportant matters (a pencil with a broken tip! a bird at the class-window!). Has a short attention span.

Frequently absent, often late, or both. Isolates him/herself socially. Generally has a sloppy personal appearance and negative attitude. Displays ?I don?t care? attitude in most things that he/she does (but there are exceptions which must be carefully identified as these can be used to help the child recapture interest in life). In some ways, seems emotionally dead and sometimes slow in many physical movements - even in leaving class! May shy away from exercise and sports, but some slow-learners are gifted for sports. Doesn?t have a lot of friends. Personal history is not marked by success. May be watching TV excessively or sleeping too much.

<B>(B) Some possible causes</B>

Pupil?s inability to pay attention in class may be momentary or more profound, such as in Attention Deficit Disorder* (ADD), which requires medical diagnosis and follow-up.

Average or low quotient for linguistic and logico-mathematical intelligences required for our CPE examinable subjects. Such children who are thus slow in standard academic subjects may be far more performing when other forms of intelligences are called for. The drama is that ?standard? or ?average? schooling does not call for or develop these other intelligences, hence many a ?world-class? athlete, statesman or woman, lawyer, musician, artist or architect have been lost to themselves and to society.

Pupil finds schoolwork boring and/or has tremendous interests elsewhere. The ?fault? may lie in the child?s inability or unwillingness to learn, but may also be the fault of the system: the pedagogy being too closed, the freedom to explore inexistent, the curriculum too academic, hence useless to the person with a practical turn of mind. Fortunately we have some good schools and teachers and heads in this country, but by and large they are the exception and not the rule.

Relational problems, in class with teachers/peers or at home with parents/siblings. Ill-trained teachers and uneducated parents, those who did not choose or have the vocation to be teachers or parents may be the cause; needless to say that parents who are too rich, too busy, even highly trained professionals may through lack of time and care of their child produce the same negative results!

(C) Effects on others</B>