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