This is the confession of a boy with learning difficulties: “I can’t tell the time by looking at my watch. I seem to forget what I’ve learned a lot. When I learn something new, I forget what I have learned before. Although I’ve been told I’m creative, I often act fidgety. Do I have ADHD? The doctor gave me Ritalin, but it doesn’t seem to help.” In fact, even if some children’s attention improves after taking Ritalin, it does not prove that the child has hyperactive attention deficit syndrome. Other factors may contribute to a child’s learning difficulties. Some children have specific problems – they may have a learning disability. Children with learning disabilities often show the following signs: 1. inattentiveness, hyperactivity, and inability to sit still; 2. normal ability to remember things in general, but poor memory for reading, writing, and arithmetic; 3. often missing strokes in writing, and having a long delay in writing homework; 5. often spilling things on the table, soiling or damaging books, homework, and clothes; 6. poor socialization, and often shying away from group activities; 7. after Teachers and parents repeatedly guide, but still low academic performance. Learning disabilities are impairments in the normal way children acquire learning skills from the early stages of development. This impairment is not the result of a mere lack of learning opportunities, a delay in intellectual development, or an acquired traumatic brain injury or disease. The impairment stems from abnormalities in cognitive processing and is composed of a group of disorders that manifest as specific and significant impairments in reading, spelling, computation, and motor functions. It is generally considered to result from a mild impairment in brain function. The overall intelligence quotient (IQ) is largely within the normal range. Since the cause of the learning disability is a central neurological disorder, this disorder inevitably affects other aspects of the child’s development to some extent. Currently, teachers or parents still suspect whether a child has a learning disability based primarily on abnormalities in learning skills such as reading, writing, and arithmetic, which are usually not highlighted until school age when they need to be applied on a large scale and when the academic achievement of a child with a learning disability is highly incompatible with his or her own level of intelligence. The diagnosis of learning disabilities requires professional evaluation and there is no cure for the time being, but special training can help these children learn to use their visual, auditory and tactile senses to improve their reading skills. Syllabic instruction, finger braille, and cards can all help these children. Sensory integration training will also help. Alternating textured tools can be used to wipe the child’s skin all over the body, such as new towels and silk, loose brushes and loofahs; children can be made to lie or sit in a hammock and then be rocked and rotated; some children who are overly sensitive to vestibular stimuli and easily feel threatened by them should use the active style, where the child gently pushes his or her body with both hands on the floor or pulls on the rope in front of them to rock themselves without being pushed to rotate or swing. No need for others to push the rotation or swing. The child can be made to lie prone with his limbs raised off the floor, when his torso back, hips and shoulder spleen muscles are in a state of resistance to gravity, in order to improve the child’s proprioceptive abilities.