The variables that affect the academic progress of a learning impaired student with ADD/ADHD in an inclusive or non-inclusive setting include parental relationship, mental level of the student, and gender (Myklebust 76-81). In fact, parental relationship affects students with ADD/ADHD in either classroom setting. For example, an unstable marriage or divorce has negative effects on a student academically by impacting the child’s self-esteem. Unbelievably, some parents with learning impaired children promote helplessness by having low-expectations of them. However, studies have shown that parents tend to view failure among their children as revealing their child’s true potential, whereas they view the success of the student as mere luck (Smith and Strick 84-85). For instan...
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Rusch, Frank R. Beyond high school: preparing adolescents for tomorrow's challenges. 2nd ed. New Jersey: Pearson Education, 2008. 57-73. Print.
Smith, Corinee, and Lisa Strick. Learning disabilities: A to Z: a parent's complete guide to learning disabilities from preschool to adulthood. New York: Free Press, 1997. 32-48. Print.
Sosin, David, and Myra Sosin. Attention deficit disorder. Westminster: Teacher Created Materials, 1996. 1-15. Print.
Steve Smith, et al. "Academic Achievement And Class Placement In High School: Do Students With Learning Disabilities Achieve More In One Class Placement Than Another?." Education & Treatment Of Children (ETC) 31.1 (2008): 55-72. OmniFile Full Text Mega (H.W. Wilson). Web. 16 Feb. 2012.
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