Children with attention-deficit/hyperactivity disorder (ADHD) represent about 3% to 5% of the school-age population and are most often educated in the general education classroom. Unfortunately, general educators may not be prepared to provide supports for children with ADHD or other types of diverse learning needs. Children with ADHD have many…

In this article we describe the nature of attention deficit disorders (ADDs) within an individual differences model of abilities. In so doing, a model-based explanation for the sources of learning and performance difficulties among individuals identified with ADDs is provided. Earlier models of ADDs are discussed, and the proposed loci of ADDs…

Each child brings to the classroom a set of experiences, knowledge, and motivations that is like no other child's. This booklet aims to help teachers recognize, understand, and work with the learning differences of their students. The booklet focuses on five different areas of potential learning difficulties: auditory processing, visual…

This book is written to support parents and practitioners who wish to understand movement and how it contributes to all aspects of learning--intellectual, social and emotional, as well as the movement/motor aspect itself. Moreover, as there is a huge increase in the number of children with movement learning difficulties (Keen, 2001), that is…

Because of recent legislation, many students with mild disabilities enroll in high school social studies courses in general education rather than special education settings. Therefore, teachers may have students with learning disabilities, behavioral disorders, communication disorders, and attention deficit/hyperactivity disorder in their history,…

Over a five year period, a university clinic performed psychological evaluations of 102 adults (including 85 college students) who reported that they were experiencing learning or attention problems. Of 92 persons who completed the evaluation, 40 (43.5%) received no diagnosis, 7 (7.6%) received the diagnosis of ADHD, 29 (31.5%) received the…

This article discusses how children with oral and written language disorders can benefit from the Montessori method, especially if the Montessorian is trained to use a Multisensory Structured Language approach. Questions are answered regarding the number of children with learning disabilities, considerations in training the classroom assistant,…

Describes and distinguishes between symptoms of Attention Deficit Disorder without (ADD) and with hyperactivity (ADHD). Notes that confusion exists in distinguishing between problems related to ADD and ADHD and problems related to other causes. A fictitious case study demonstrates problems of families with children with ADD and ADHD. A multimodal…

This article is based on the text of the Gulliford Lecture given by Professor Harry Daniels at the University of Birmingham in October 2005. Professor Daniels takes, as his starting point, Ron Gulliford's assertion that teachers need to learn from their experience of trying to teach children who are "hard to teach". He goes on to look at…

States that today, more than ever before, at-risk learners are enrolling in community colleges. Asserts that educators can better serve these students with learning differences (LD) and attention disorders (ADHD/ADD) in the foreign-language classroom by learning to identify them, defining their language-learning difficulties, and identifying types…

Examines the research and theory about attention deficit disorder (ADD) in college students and discusses how learning assistance professionals can better assist college students with ADD. Appended in this article are strategies for faculty/learning center professionals in accommodating students with ADD and a list of suggested readings. Contains…