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practices and treatment, including medication and psychotherapy.
 
Some children might develop negative feelings such as insecurity, anxiety and low self-esteem when they confront possible failure at school (Barkley, 2006). As Hartman et.al. (2004) have pointed out ADHD children cannot concentrate on their school work and may have some learning barriers due to lack of cognitive tempo as well as the fact that they are sluggish. Their learning difficulties may also have to do with the fact that they are hesitant, shy, frustrated by school failures and social problems, they have low self-esteem and are socially anxious.
 
INTERSECTION BETWEEN ADHD CHILDREN AND LEARNING PROBLEMS
 
Children with ADHD may experience difficulties in reading or may develop spelling disabilities (Dyslexia), writing disorders (Dysgraphia) and arithmetic disorders (Dyscalculia) (Barkley, 2006). Barkley (1997) argues that although ADHD is not categorised as a learning disability, its interference with concentration and attention can make it even more difficult for a child to perform well at school. The ADHD usually occurs in the elementary stage, and is a result of a specific learning disorder. Almost 50 percent to 70 percent of the children with ADHD have learning difficulties and adjustment problems (Kakouros & Manadiaki, 2000).
 
Their writing might be messy, with poorly formed letters or words. Moreover, they find difficulty in listening to their teacher and cannot organise their homework. They interrupt their teacher very often in order to go to the toilet or to drink water, and they forget their books and notebooks at school. If the teacher does not have the appropriate experience with ADHD these situations might lead to learning barriers for both the pupils with ADHD and those without ADHD.
 
‘According to researchers, a child with ADHD has difficulties in language development (Cantwell, 1996; DuPaul and Weyandt, 2005)’. As DuPaul and Weyandt (2005) have noted an ADHD child ‘might confront low performance in linguistic tests (vocabulary)’. Additionally, Hinshaw (1994) has pointed out that ‘he might even have problems in the organisation and monitoring of the narrative language’. Furthermore, there are some researchers who comment on the symptoms of both stammering and ADHD, which were found in a small group of children with disturbances in their speech (Kewley, 2001). The school may be a problematic factor for children with ADHD because it is probably the first place where they ought to exercise their self-control and to adapt to a structured environment. The teacher has to try various methods of teaching and learning, which should result in high self-esteem and higher concentration.
 
Children that have ADHD might face problems with their speech, and they may have difficulties in distinguishing sounds. For instance, they face difficulties in analysing, organising and using information that is included during someone’s speech. The types of language difficulties experienced by pupils with ADHD vary and can cover all the modalities of language. They face barriers in the syntax concerning the structure of written and spoken language (oral and written grammar) (Mathers, 2006). These children have problems using or comprehending the structural components of sentences (Mathers, 2006).本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。