her lack of attention to the text, she has difficulties with the questions that require reflection on the material read: determining the problem of the story, discovering its solution, and considering alternative solutions, or discussing the characters’ actions and motives. Mathematics
Following the introduction of more complex mathematics problems, such as addition and subtraction of common fractions and decimals, long division, and the extension of mathematical operations to larger numbers, Stephanie’s performance has significantly worsened. As 26 percent of ADHD students (Lougy, DeRuvo & Rosenthal, 2009), Stephanie has a math disability due to weaknesses in her working memory and poor executive functioning. The latter one impedes Stephanie from performing correctly activities that require identifying the step-by-step process necessary to solve mathematical problems. Furthermore, due to her problems with spatial organization, Stephanie has difficulties in solving complex problems on a small piece of paper. When faced with a great number of mathematical tasks that require the step-by-step process on the paper, complex mathematical operations, and neatness for accuracy, she feels unmotivated and refuses to do the task. Moreover, she finds it hard to pay attention to a complex task and, thus, she rarely completes mathematical problems. Due to her frequent failures, Stephanie feels anxious about Mathematics and develops a negative attitude towards this subject.
Stephanie, as many children with ADHD, has poor writing skills as due to her poor executive functioning she finds it hard to organize her thoughts in a sequential manner (Lougy, DeRuvo, & Rosenthal, 2007). Thus, her compositions often lack cohesion and coherence. When given a sheet of paper, she starts writing without listening to the teacher’s instruction to the end, which results in frequent mistakes in her work. Due to her lack of attention, Stephanie misunderstands the instruction and does not