| Attention Deficit Disorder, in itself, is
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| | writing, and arithmetic disorders may
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| not a learning disability. The term
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| | arise. Likewise, dyslexia, a reading
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| "learning disability" typically refers to
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| | disorder, is common in children with ADD.
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| a perceptual disability, such as an
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| | However, none of these disabilities is
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| auditory or visual processing disorder,
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| | inherent to Attention Deficit Disorder.
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| like autism or dyslexia. A person with
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| | While some children may have them, many
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| ADD, however, has no problems perceiving
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| | will not.
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| or interpreting information. Therefore,
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| | Whereas ADD may cause difficulty in
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| it does not qualify as a learning
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| | learning, steps may be taken to help the
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| disability.
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| | child perform well in spite of the
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| Although it is often jumbled in with the
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| | disorder. Most ADD children do better
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| mass of "disabilities", ADD actually does
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| | with a schedule - the exact same thing,
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| not hinder the process of learning. A
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| | day in and day out. Because they may have
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| child with ADD can intake information,
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| | problems with memory retention and are
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| process it accordingly, and preserve it
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| | easily distracted, this helps them stay
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| in memory, just like any other person.
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| | on track, because they are acting out of
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| The problem comes with getting them to
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| | habit.
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| pay attention long enough to hear the
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| | The same goes for organization; a set way
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| information in the first place!
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| | to do things and places to put things
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| A child with Attention Deficit Disorder
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| | makes it easier to remember and stay on
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| may have difficulties in school and with
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| | course. On the same token, teaching the
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| learning in general, but it is not due to
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| | child to utilize organizational binders
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| a learning disability. Often, when a
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| | and planners also helps them stay
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| child is treated for ADD, their academic
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| | organized and keep up with important
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| performance improves by leaps and bounds.
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| | assignments.
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| On the other hand, an individual with ADD
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| | During class time, it helps if an
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| may not have any difficulty in learning
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| | interactive approach is taken as opposed
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| at all; this will vary by person.
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| | to a lecturing style - this keeps the
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| However, while ADD is not a learning
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| | child's attention better and decreases
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| disability, it is often accompanied by
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| | the likelihood of distractions.
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| one or many. Some children, particularly
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| | The most important thing is to not make
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| at the preschool age, may have difficulty
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| | ADD a crutch for the child; they can grow
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| interpreting sounds or words and may also
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| | and be successful, even with this
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| have speech issues. Older children may
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| | disorder.
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| have problems spelling and reading,
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