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