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Although learning is clearly established as a major life function, nowhere in the federal regulations (504/ADA) is there a definition of specific learning disabilities that pertains to adults and higher education. Diagnosis of learning disabilities made in the public schools are typically based on the definition found in Public Law 94-142, the Education for All Handicapped Children Act as follows:

The term " specific learning disability" is a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, speak, read, write, spell or to do mathematical calculations. The term included such conditions as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include children who have learning disabilities which are primarily the result of visual, hearing, or motor handicaps, or mental retardation, or emotional disturbance, or environmental, cultural, or academic disadvantage. (U.S. Department of Education, 1977, p. 65083)

The definition proposed by the National Joint Committee on Learning Disabilities (NJCLD), in 1988, is widely accepted as the definition that most appropriately addresses learning disability issues as they pertain to students in higher education and adults as follows:

Learning disabilities is a general term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. These disorders are intrinsic to the individual, presumed to be due to central nervous system dysfunction, and may occur across the life span. Problems in self-regulatory behaviors, social perception, and social interaction may exist with learning disabilities but do not of themselves constitute a learning disability. Although learning disabilities may occur concomitantly with other handicapping conditions (for example, sensory impairment, mental retardation, serious emotional disturbance) or with extrinsic influences (such as, cultural differences, insufficient or inappropriate instruction), they are not the result of those conditions or influences. (National Joint Committee on Learning Disabilities, 1988, p. 1)

1. Learning disabilities are life-long and heterogeneous in nature. They affect the manner in which individuals of average to superior general intellectual ability take in information and retain and express the knowledge and understanding they possess. They are presumably due to central nervous system dysfunction and they occur in all languages, culture, and nations of the world.

2. Learning disabilities are frequently inconsistent. Problems manifested may change throughout life depending upon the setting and learning demands. They may manifest in only one academic area, such as reading or they may manifest across a variety of subject areas and disciplines.

3. Having learning disabilities can be frustrating. They are not visible, and family, teachers and peers frequently do not understand the challenges faced by individuals with learning disabilities. Individuals with learning disabilities often have to prove their disability is "real".

4. Learning disabilities are not emotional disorders, a form of mental retardation, or difficulties due to sensory impairments. They are not primarily due to environmental or cultural influences. However, they can occur concomitantly.

Some of the areas most commonly impacted by specific learning disabilities are: reading, written expression, mathematics, listening comprehension, oral expression, reasoning, attention, thinking, learning efficiency, memory, organization, time management, or social perception. No one person will manifest difficulties in all areas.

These are students with average to above average ability. None will manifest all of these characteristics. Many will offset areas of disability with significant ability in other areas.

What is Attention-Deficit/Hyperactivity Disorder (ADHD)?

ADHD, also called attention-deficit disorder, is a behavior disorder, usually first diagnosed in childhood, that is characterized by inattention, impulsivity, and, in some cases, hyperactivity. These symptoms usually occur together, however, one may occur without the other(s).

The symptoms of hyperactivity, when present, are almost always apparent by the age of 7 and may be apparent in very young preschoolers. Inattention or attention-deficit may not be evident until a child faces the expectations of elementary school.

What are the different types of ADHD?

Three major types of ADHD include the following:

What causes attention-deficit/hyperactivity disorder?

ADHD is one of the most researched areas in child and adolescent mental health. However, the precise cause of the disorder is still unknown. Available evidence suggests that ADHD is genetic. It is a brain-

based biological disorder. Low levels of dopamine (a brain chemical), which is a neurotransmitter (a type of brain chemical), are found in children with ADHD. Brain imaging studies using PET scanners (positron emission tomography; a form of brain imaging that makes it possible to observe the human brain at work) show that brain metabolism in children with ADHD is lower in the areas of the brain that control attention, social judgment, and movement.

Who is affected by attention-deficit/hyperactivity disorder?

Estimates suggest that between 3 to 5 percent of all children have ADHD. Boys are two to three times more likely to have ADHD than girls.

Many parents of children with ADHD experienced symptoms of ADHD when they were younger. ADHD is commonly found in brothers and sisters within the same family. Most families seek help when their child's symptoms begin to interfere with learning and adjustment to the expectations of school and age-appropriate activities.

What are the symptoms of attention-deficit/hyperactivity disorder?

Most symptoms seen in children with ADHD also occur at times in children without this disorder. However, in children with ADHD, these symptoms occur more frequently and interfere with learning, school adjustment, and, sometimes, with the child's relationships with others.

The following are the most common symptoms of ADHD. However, each child may experience symptoms differently. The three categories of symptoms of ADHD include the following:

The symptoms of ADHD may resemble other medical conditions or behavior problems. Furthermore, many of these symptoms may occur in children and teens who do not have ADHD. A key element in diagnosis is that the symptoms must significantly impair adaptive functioning in both home and school environments. Always consult your child's physician for a diagnosis.

How is attention-deficit/hyperactivity disorder diagnosed?

ADHD is the most commonly diagnosed behavior disorder of childhood. A pediatrician, child psychiatrist, or a qualified mental health professional usually identifies ADHD in children. A detailed history of the child's behavior from parents and teachers, observations of the child's behavior, and psychoeducational testing contribute to making the diagnosis of ADHD. Further, because ADHD is a group of symptoms, often diagnosis depends on evaluating results from several different types of evaluations, including physical, neurological, and psychological. Certain tests may be used to rule out other conditions, and some may be used to test intelligence and certain skill sets. Consult your child's physician for more information.

Treatment for attention-deficit/hyperactivity disorder:

Specific treatment for attention-deficit/hyperactivity disorder will be determined by your child's physician.  This treatments will be based on:

Major components of treatment for children with ADHD include parental support and education in behavioral training, appropriate school placement, and possibly medication. Although not only children benefit from medication, and Highpoint Academy certainly does not recommend or endorse medication due to possible side-effects, treatment with a psychostimulant is deemed highly effective in 75 to 90 percent of children with ADHD.

Treatment may include:

Prevention of Attention-Deficit/Hyperactivity Disorder:

Preventive measures to reduce the incidence of ADHD in children are not known at this time. However, early detection and intervention can reduce the severity of symptoms, decrease the interference of behavioral symptoms on school functioning, enhance the child's normal growth and development, and improve the quality of life experienced by children or adolescents with ADHD.