What are called learning disabilities are often not disorders of intelligence but mismatches between a particular cognitive architecture and the narrow range of methods through which conventional education delivers content. The dyslexic mind, the ADHD mind, the highly spatial or highly kinesthetic mind: each has genuine capacities that conventional literacy and sitting-still-and-listening instruction systematically fail to engage. The question is not whether the student can learn but whether the environment can reorganize itself around how this particular mind actually learns.
Each step builds on the last.