The result, more than likely, will be frustrating and disappointing for both student and teacher. Now imagine giving the same assignment to a student who has perfect motor skills but trouble organizing his thoughts. In this case, direct intervention or addressing the area of weakness makes the most sense. Rather than simply having that student work at the computer, helping him to learn a particular brainstorming strategy, break the task into steps, or work with a writer's checklist, for example, increases the odds that the student will succeed. It's quite possible to experience a learning problem during one period of your academic career while succeeding earlier or later on.
Kids change over time.
The kinds of dysfunctions that affect a six-year old are profoundly different from those that impair the progress of an eighth grader. Just think about how differently an inability to summarize a chapter, take notes, or manage one's time would impact a high school student versus a second grader, for example. Academic and social demands keep changing and so do kids' brains. Essentially, this means that it's quite possible to experience a learning problem during one period of your academic career while succeeding earlier or later on. It also means that sooner or later most kids will encounter a learning situation for which they are not optimally wired.