Learning disabilities refer to a subgroup of normal or high intelligence children, showing, however, low school performance. On the basis of the cognitive approach of problem solving and information integrating those children show no deficiencies as far as the cognitive components are concerned. On the contrary, these children display certain difficulties in learning tasks, i.e. in cognitive skills. Children with learning disabilities, therefore, obviously show cognitive strategies problems; thus, they become unable to achieve the expert's level of thinking. On the additional basis of their personality features related to the etiology of the minimal brain dysfunction, these children seem to linger in restricted knowledge, i.e. they proceed from the knowledge algorithm to the specific knowledge task. This is the reason that may also explain their differention in learning tasks. In other words, they employ the process of try, feedback, rejection of old components and addition of new ones until the desired result is reached. Their difficulty can be detected in the process of achievement when, after the feedback they reject the old components and add new ones. Such strategies may be activated through the child's every day experiences and also through recent specific training - educational programmes. ; J.M.H. de Moor, Μ. Τζουριάδου, B.T.M. Waesberghe, Μ. Κοντοπούλου