Your tutor may already know there is no universal set of symptoms for 
ADHD. Depression also affects learners in different ways. It can be very 
hard for the lay teacher or tutor to be able to tell them apart, but it 
probably is not necessary to do so. Both can result in impulsivity, 
inattention, inability to concentrate for extended periods, 
distractability, etc. There may be unexplained absences, lack of 
engagement, apparent lack of motivation, and inability to remember what 
was learned previously, all things one might also expect to see in 
someone who experiences ADHD.

Sometimes the medications used to treat depression have adverse side 
effects that interfere with learning so the tutor will want to watch for 
that and ask the student about the effects meds have.

Working with students with either condition requires patience. Work for 
shorter (but possibly more frequent) periods, get the student to get up 
and move around, give reminders and redirection. Allow frequent breaks. 
I think it is important to continually ask the student what works and 
what doesn't. Be willing to make changes based on what the student tells 
you.

The type of depression a student may have can have different 
implications for teaching. I've had students with bi-polar disorder and 
when they are in their depressed state, I'm lucky if they get out of bed 
to come to class. When they are in their manic state, I can't keep up 
with them. They are full of motivation and want to do school work around 
the clock. The saying, "make hay when the sun shines," would be 
applicable to a teacher of such individuals.

Tom Woods



Kim Bellerive wrote:


> I agree. Depression can also affect a learner’s ability to concentrate 

> for any length of time. It can also affect memory skills too.

>

> *From:* learningdisabilities-bounces at nifl.gov 

> [mailto:learningdisabilities-bounces at nifl.gov] *On Behalf Of *Katherine G

> *Sent:* Tuesday, December 04, 2007 8:54 AM

> *To:* The Learning Disabilities Discussion List

> *Subject:* [LearningDisabilities 1591] Re: Depression and Learning 

> Disabilities

>

> Personally and not representing any field at the moment, I would say 

> ask the student if she is being TREATED for the depression. If she 

> isn't, she needs to be referred. If it's serious depression, the 

> learning won't get much better until she is treated.

>

> Also ask if she is being treated for the hearing loss.

>

> These are basic medical issues that need to be addressed medically if 

> the student is to progress.

>

> -----Original Message-----

> *From:* learningdisabilities-bounces at nifl.gov 

> [mailto:learningdisabilities-bounces at nifl.gov]*On Behalf Of *Tasha Marsden

> *Sent:* Monday, December 03, 2007 4:59 PM

> *To:* LearningDisabilities at nifl.gov

> *Subject:* [LearningDisabilities 1590] Depression and Learning 

> Disabilities

>

>     Good Afternoon Everyone.

>

>     I work at a Volunteer Literacy center and a tutor asked me today

>     how she might differentiate the difficulties her student is having

>     with depression versus the struggles she might encounter with her

>     ADHD. The student has already indicated that she would like to

>     improve her reading comprehension and she tunes out after a

>     certain point in conversation. /These issues are compounded by the

>     fact that the learner also has hearing loss so in conversation she

>     isn't getting 100% of the message./

>

>     It is an interesting question and one I'm afraid that I don't have

>     the answer. Can anyone help me with suggestions to pass on to this

>     tutor?

>

>     Thank you,

>

>     Tasha Marsden

>

>     Adult Basic Education & Technology Instruction

>

>     Literacy Source, 720 N.35 St., Seattle, WA 98103

>

>     Phone: 206.782.2050 | Fax: 206.781.2583

>

>     Web: www.literacysource.org <http://www.literacysource.org/>

>

>     Blog: www.literacysource.wordpress.com

>     <http://www.literacysource.wordpress.com/>

>

>------------------------------------------------------------------------

>

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