Learning Disorder or Talent?
Learning difference – gift or challenge?
Leonardo da Vinci, Einstein, Agatha Christie, Churchill, Picasso, Spielberg, Jamie Oliver, and Jennifer Aniston.
Quite an impressive list, right? What comes to mind when you hear their names? A series of groundbreaking inventions? A captivating book? A delicious recipe? A fantastic movie? I think we can agree that these are all talented individuals who have each left — and continue to leave — a lasting impact in their respective fields.
But besides their talent, they all have something else in common: they have all dealt with some form of learning difficulty.
Do their achievements lose any value just because they reached them despite having a learning disorder? Of course not.
Now that you know this, does it change how you look at Picasso's or da Vinci's work — or Spielberg's films?
Perhaps only in the sense that it might spark a thought:
"I never would've guessed someone with a learning disorder could be that talented."
Learning difficulty and talent — these two concepts rarely appear in the same sentence.
Learning difficulties are often discussed with a negative connotation, whereas the word "talent" inspires positive thoughts.
Because of this contrast, a child or adult with a learning disorder might feel inferior or excluded, not even considering the possibility that they, too, possess strengths and abilities that could qualify them as gifted.
It's important to note that a learning disorder is not a uniform condition.
It can have various causes and symptoms — all of which may occur in individuals with average or even above-average intelligence.
And that last point must not be overlooked!
Put simply, learning disorders are often caused by underdeveloped sub-skills, which may manifest as difficulties in reading, writing, math, or motor coordination.
You can learn more about learning difficulties by clicking the buttons below.
When a child, for example, is diagnosed with dyslexia, most parents are devastated — and from that point on, both they and the school tend to view the child through the lens of that diagnosis. Yet a person is far more complex than a single learning difficulty, and should not be judged solely based on their reading challenges.
Yes, reading is very important for academic success, but it is not the only factor, nor should it overshadow everything else.
If difficulties in specific foundational skills — such as those needed for reading, writing, and math — are recognized early enough, they can often be improved significantly. In other words, there are solutions.
But if a child is labeled only based on these underdeveloped skills, it can be deeply damaging to their personality.
A negative self-image and bleak outlook on the future may develop, along with low self-esteem and the feeling of being "useless" — which in turn can suppress the emergence of other talents and strengths. Without encouragement, the idea that they might be gifted in any area may never even occur to them.
So what is talent, really?
We are all born with a variety of innate traits, the development of which is influenced by many factors as we grow up.
When a child is said to be gifted, we often mean that they possess exceptional abilities. But talent alone is not enough. Children need experiences and activities that stimulate and activate their natural abilities.
Since the 19th century, many theories have emerged about how to define talent.
Tannenbaum's 1983 "Star Model" includes five key factors in talent development: general ability, special aptitude, environmental support, non-intellectual traits, and even chance.
Hungarian researcher Endre Czeizel's 1997 "2×4 Factor Talent Model" identifies four types of inborn traits: general intellectual ability, specific mental abilities, creativity, and motivational traits. These must be supported by external factors such as family, school, peer groups, and broader society.
In 1999, Piirto introduced the Pyramid Model of Talent Development, followed in 2004 by Sternberg's WICS model — which stands for Wisdom, Intelligence, Creativity, and Synthesis.
All of this shows that school performance alone does not determine whether someone is gifted.
But without opportunities and challenges that activate a child's abilities, their talents may remain hidden.
So in addition to therapy and activities aimed at developing specific skills, it's also crucial to provide children (and adults) with learning difficulties opportunities to try new things — whether in sports, music, visual arts, or any area that excites them, lights them up, and draws them in with deep focus and joy.
The role of the family
Parents play a critical role in all of this.
If they don't reinforce a positive self-image, if they fail to offer encouragement — if the child constantly hears that they're the one who can't read, write, or calculate like their classmates — they won't feel any drive to stand out in other areas. They'll feel boxed in.
We must help them see that, even if they struggle in school, they are just as valuable as a classmate who can write beautifully or do mental math with ease.
Maybe they'll never play a classical piano piece flawlessly — but they may move people with their performance in a way others never could.
And maybe an amazing writer will never be able to express themselves visually the way this child can through painting.
"That's all well and good, but they still need to learn to read, write, and do math," — I've heard this many times from parents who come to me.
And yes — to a certain extent, these are essential life skills. But the valuable abilities that lie dormant within a child don't always depend on them.
It's crucial to identify every child's strengths — even the smallest success can build self-confidence, improve their self-image, and help them shift from avoiding failure to pursuing success.
They begin to experience that they, too, can excel at something — and as a result, even therapy in their weaker areas becomes more effective.
In my sessions, both children and adults receive holistic development.
In addition to addressing the learning difficulties themselves, I place a strong emphasis on preventing and treating the secondary emotional effects that often come with them.
This process helps improve cognitive and motor functions, reduce internal tension, build self-awareness, foster a more positive self-image, boost self-confidence, and lead to full self-acceptance.
However, none of these changes can happen without the support and involvement of the person's family.
That's why I consider it essential — especially in the case of children — to provide parents with the information and tools they need to actively and empathetically participate in the process.
To support them, I also offer stress-relief, relaxation, and energizing sessions, which naturally help them cope and engage more positively.
If you feel that you and your child could benefit from support, you can reach me through any of the contact details below:
Török Nóra:06304820428 movingisyourgrowing@gmail.com
Resources: Claus-Hiebsch (1973).: Gyermekpszichológia. Budapest, Akadémiai Kiadó, Dr Czeizel Endre: Legnagyobb természeti kincsünk: a tehetség. in: Fizikai Szemle (szerk.) 2003./11. 398.oldal ,Tehetségmodellek: fogalom, fajták, fejlődési tényezők Balogh László 13.o.-19.o., in A tehetség felismerése és fejlesztése (Kézikönyv a tehetséggondozás gyakorlatához) Szerkesztette:Balogh lászló, Debreceni Egyetem, Pszichológiai Inézet, Pedagógiai-Pszichológiai Tanszék 2011
Fotó: Pixabay