In general, a learner with a typical learning difficulty will exhibit difficulty in collecting, organizing, storing and implementing information. This is evidenced in the learner's difficulties in the ability to listen, think, speak, read or spell and do basic mathematical calculations.

Interestingly, there is no clear and widely accepted definition of "learning disabilities." Because of the multidisciplinary nature of the field, there is ongoing debate on the issue of definition, and there are currently several definitions that appear in professional literature. Without doubt there are different levels of difficulty ranging from academically able to unable and mild to severe. At Grantley College we work with learners who exhibit an average to above average intelligence and have a discrepancy between the potential for learning and present achievement. The College may take on a learner who although below average in intelligence is able to cope with foundational concepts. It is important to note that the learner's difficulty must not be due to environmental disadvantage, mental retardation or emotional disturbance.

Children who are accepted into the supported academic mainstream curriculum may also exhibit associated behaviours such as:

• Inability to understand and follow through with instructions
• Emotional and psychological instability
• Difficulty with socialisation skills
• Making sense of their world
• Low self esteem and lack of confidence
• Inattentiveness
• Poor work ethic
• Hyperactivity

When considering these symptoms, it is important to remain mindful of the following:

• No one will have all these symptoms.
• Having these symptoms does not necessarily indicate a learning difficulty, but a combination of these may hamper academic progress.
• A maturational gap rather than learning difficulty may lead to erratic academic achievement.
• All people have at least two or three of these problems to some degree.
• The number of symptoms seen in a particular child does not give an indication as whether the disability is mild or severe. It is important to consider if the behaviours are chronic and appear in clusters and are ongoing.

Parents who arrive at the College are generally frustrated, overwhelmed and in some cases embarrassed by the plight of their child. Blame is freely forthcoming and often fathers feel responsible, while mothers are simply exasperated. When informed of the problem by a school, a parent's first reaction is generally to deny the existence of a difficulty. This denial is, of course, unproductive. Fathers tend to remain in this stage for a prolonged period because they are not generally exposed to the child's day-to-day frustrations and failures. It is important to point out that learners with a learning difficulty are not low functioning and therefore unable to reach their potential. The label of dumb, lazy and retarded is not justified. The brain simply processes information very differently to their peers.

The Grantley College supportive learning environment serves to:

• To close the gap in academic achievement and potential
• To enhance and rebuild a childs confidence and self-esteem
• To help a child learn coping strategies for the future
• To enable such a child to be able to write and pass the National Senior Certificate exams.
• To assist a child in building socialisation skills.
• To help a child build meaningful relationships with staff members and other stakeholders in their lives.

The support that the learners receive is more than just extra lessons. Teachers are involved in the child's personal pace and level, while implementing accommodations and ensuring the children receive the appropriate psychological and remedial assistance.

There are no magic formulas just, hard work, empathy, understanding and loads of encouragement. It is important that parents and teachers do not allow children to struggle on and on, perpetuating a cycle of failure and disillusionment. Such learners should be referred to a school such as Grantley College where they can be assessed and given appropriate guidance and support. Delaying intervention has a snowballing effect, in that the longer the child is left without assistance, the wider the gap becomes and the harder it becomes to remedy. In many cases teenagers simply drop out of the school system because they just fail to cope with the stress and pressure around them. It is estimated that 40% of Grade 9s in regular schooling drop out before completing their matric.

The good news is that with proper help, support and assistance most children with learning difficulties can make excellent progress. There are many successful adults such as attorneys, business executives, physicians, teachers, etc. who had learning difficulties but overcame them and have gone on to be successful - Richard Branson was dyslexic at school.