Learning Disabilities Characteristics

Decent Essays
Bender,W.(2008).Learning Disabilities Characteristic, Identification and Teaching Strategies(6th ed.) Boston,MA: Pearson Education Incorporation.
In recent decade it has been hard to identify students with a learning disability and ADHD. The author states that there are many similarities between learning disabilities and ADHD. Hyperactivity, lack of staying on task during activity and assignments, being disorganized are characteristics found in both groups. Barkley that 60% of students with a learning disability does have ADHD. However other Health Professionals believe that ADHD and learning disabilities are both actually apart of the same group. For instance in the late 1970 a student would have a learning disability if the student
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Many American struggles with attention span, communication, and emotions. After being married some of these these traits can affect the marriage and lead to a divorce. It is important that there is good communication between partners. The most popular misconception is that the partners with the ADHD does not show attention to the partner. The partner with the ADHD does not show attention all the time and is easily distracted. During dating stage the partner with ADHD is focus on being attentive and fail to release after getting married attention becomes shorter. In order to resolve the problem of the attention span the both partners will need to discuss what is need with in the relation for it to …show more content…
Retrieve January 26,2016
Attention Deficit Disorder and Tourette Syndrome are both neurodevelopmental disorders dealing with emotional and behaviors. Staying on Task and focusing on curriculum play a crucial role of the brain. Thusly, decision making and impulse making affecting a child with ADHD. In this two- year case study it focuses on anxiety, depression, emotional problems that are difficult areas for a child with ADHD and TS to handle function in everyday society. Children with TS or ADHD have high rate if anxiety and depression.
In the case study 19 children with TS and 33 children with ADHD were used for the study. All case participants underwent surveys, questionnaires, interviews and interventions. Parents and Care Taker complete the surveys and questionnaires. In completing the questionnaires, an intervention plan were set to fit individual needs. The student received intervention in their general education classes. In the results of the Case Study student with ADHD and TS began showing improvements in grades and daily

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