A person can have ADHD but not learning disabilities or have learning disabilities without having ADHD. The conditions can co-occur.People diagnosed with ADHD sometimes have impaired learning. Some of the struggles people with ADHD have might include lack of motivation, high levels of anxiety, and the inability to process information. There are studies that suggest people with ADHD generally have a positive attitude toward academics and, with medication and developed study skills, can perform just as well as individuals without learning disabilities. Also, using alternate sources of gathering information, such as websites, study groups and learning centers, can help a person with ADHD be academically successful.Before the discovery of ADHD, it was technically included in the definition of LDs since it has a very pronounced effect on the "executive functions" required for learning. Thus historically, ADHD was not clearly distinguished from other disabilities related to learning. Therefore, when a person presents with difficulties in learning, ADHD should be considered as well. Scientific research continues to explore the traits, struggles, effective learning styles and comorbid LDs of those with ADHD. References
Further reading
Barr, S.; Eslami, Z.; Joshi, R.M. (2012). "Core strategies to support English language learners". The Educational Forum. 76: 105–117. doi:10.1080/00131725.2011.628196. S2CID 143509969. Garcia-Joslin, J.J.; Carrillo, G.L. ; Guzman, V.; Vega, D.; Plotts, C.A. ; Lasser, J. (2016). "Latino immigration: Preparing school psychologists to meet students needs". School Psychology Quarterly. 31 (2): 256–269. doi:10.1037/spq0000136. PMID 26551253. Helman, A. L.; Calhoon, M.B. ; Kern, L. (2015). "Improving science vocabulary of high school English language learners with reading disabilities".
One such difficulty was its belief of central nervous system dysfunction as a basis of understanding and diagnosing learning disability. This conflicted with the fact that many individuals who experienced central nervous system dysfunction, such as those with cerebral palsy, did not experience disabilities in learning. On the other hand, those individuals who experienced multiple handicapping conditions along with learning disability frequently received inappropriate assessment, planning, and instruction. The NJCLD notes that it is possible for learning disability to occur simultaneously with other handicapping conditions, however, the two should not be directly linked together or confused. In the 1980s, NJCLD, therefore, defined the term learning disability as: 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 and presumed to be due to Central Nervous System Dysfunction. Even though a learning disability may occur concomitantly with other handicapping conditions (e.g. sensory impairment, intellectual disability, social and emotional disturbance) or environmental influences (e.g. cultural differences, insufficient/inappropriate instruction, psychogenic factors) it is not the direct result of those conditions or influences. The 2002 LD Roundtable produced the following definition:Concept of LD: Strong converging evidence supports the validity of the concept of specific learning disabilities (SLD). This evidence is particularly impressive because it converges across different indicators and methodologies. The central concept of SLD involves disorders of learning and cognition that are intrinsic to the individual.