| Sumario: | The article informs that the concern of school staffs about children with learning difficulties stems naturally from the fact that the central responsibility of schools is to educate. Other responsibilities may from time to time be given priority over this one, but sooner or later community pressures restore to first place the schools' responsibility to educate. School staffs therefore tend to be particularly sensitive to the children who have trouble in learning what teachers try to teach, and a learning disability attracts teacher-attention almost as quickly as a severe behavior problem, where the two do not appear simultaneously. Mental health concern about children with learning problems stems not only from the need to deal with teacher-concern about them, but also from clinical recognition that children who start with only a learning difficulty tend to develop other disturbances in the wake of their accumulating failures in the learning task, and children referred because of some other kind of disturbance tend to develop learning difficulties as their disturbance leads to inattention and disorganization. Particularly in one district a very large case-load developed rapidly, a load far too large to be handled on a case-by-case basis within the available time, even if the cases had all been receptive to the offered help.
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