Some differences are directly related to ADHD. Others are the result of secondary characteristics. In special education these are characteristics of a student that result not from the disability but from how the disability plays out in an academic and other settings. For example, a student with a speech impediment may be very timid and anxious in situation in which he or she may need to speak.

In math a major secondary characteristic is math anxiety. This is a performance issue vs an ability issue and it must be addressed as a legitimate obstacle for the student. I work with graduate students who still suffer math anxiety years later.

[…] for students who struggle. There are different reasons students struggle but we know that there are secondary characteristics and factors that inhibit effective information processing that can be addressed with some […]

[…] Perhaps the vast majority of students with disabilities need support with math. Their challenges with math can be directly related to their disability or can be the result the effects of an ongoing struggle with math. The later results in what is termed secondary characteristics. […]

[…] for students who struggle. There are different reasons students struggle but we know that there are secondary characteristics and factors that inhibit effective information processing that can be addressed with some […]

[…] Perhaps the vast majority of students with disabilities need support with math. Their challenges with math can be directly related to their disability or can be the result the effects of an ongoing struggle with math. The later results in what is termed secondary characteristics. […]