Specific learning disabilities are characterized by persistent academic difficulties despite the presence of average or above-average cognitive abilities. Beyond challenges in learning, children with specific learning disabilities often present with atypical motor development trajectories, including deficits in both gross and fine motor skills, balance impairments, and coordination difficulties. These motor problems typically emerge during early childhood and may persist throughout school-age years.

Motor impairments in this population can adversely affect participation in daily living activities, engagement in peer-related physical play, and execution of complex motor tasks. Functional limitations may also lead to reduced physical activity levels, decreased self-esteem, and increased risk of social isolation.

This chapter explores the interrelationship between motor performance and cognitive-academic development in children with specific learning disabilities. The importance of early developmental assessment and physiotherapy-informed intervention strategies is emphasized. By highlighting motor developmental differences, the chapter aims to provide physiotherapists, educators, and researchers with a comprehensive framework to inform multidisciplinary rehabilitation planning and promote functional independence in this population.