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M.Ed. (Educational Psychology) / The child finds himself in an educational situation. Numerous factors can lead to a problematic educational situation. The child then does not meet with specific moral-normative, affective and cognitive norms that are expected of him. The child becomes noticeable as a result of his behaviour, and both child and educator require specialized help in order to normalise the educational situation, the educational dynamic and the selfactualization of the problematic educational situation. Above mentioned implies orthopedagogical intervention. The research in question is aimed at the child experiencing a disharmonious educational situation as a result of a learning disability and negative self-concept. The focus of the study is an effort to apply pedotherapeutic and orthodidactical assistance in the form of story-telling in order to address both the learning deficiencies and the affective problems of the learning disabled (Group B) pupil younger that 9 years. The following issues regarding self-esteem building in learning disabled children are considered: repeated failures, labelling and expectations. The pedotherapeutic situation must be seen as an educational situation (Dumont, 1969: 54) and thus one must not lose sight of the educational essence during therapy. The aim of the pedotherapeutic intervention is to support the child to the changing of unfavourable meanings and restoring of the disharmonic educational dynamics. The aim of the orthodidactical intervent~on is to support the child in the process of overcoming his learning disabilities. Since the beginning of time, language has been used as a communication medium. People communicate their thoughts and their desires and expose their deepest feelings through the medium of language. Language can thus be seen as an expressive and projective means. It is often by means of language that therapy can take place. In therapy children often find it threatening to express their feelings and problems verbally.