Abstract
This chapter focuses on children who attain very little from education and who are, therefore, a cause of great concern to the teacher. These children to some extent fail to learn and are often classified as backward. The main reasons why children progress at different speeds are probably attributable to variations in intelligence. The chapter discusses the problems faced by dull children, retarded children, and physically handicapped children in learning. The feelings of accomplishment, attention, and interest are important for students to master a difficult skill. It is not enough for the teacher to merely demand attention. He or she must contrive that the work is such that it creates attention. When the initial stages of the new learning are passed, interest becomes important. Children who find difficulty in learning often fail because they personally find no appeal in what has to be learned and they see no purpose in it.
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