The Long-Term Impact on Children with ADHD and Learning DisabilitiesINTRODUCTIONWhen I made the personal choice to pursue a teaching degree, I knew in my heart that I would eventually work with children with disabilities. Children diagnosed with attention deficit hyperactivity disorder (ADHD) usually have more difficulty learning in the classroom, but sometimes the symptoms used to diagnose ADHD are not the only symptoms that emerge in the classroom. I would like to find out how a child with ADHD is affected if another diagnosis, such as a learning disability (LD), is also present. How that child is taught in the classroom could have long-term effects, well into adulthood. Specifically, what are some of the long-term effects of a dual diagnosis of ADHD/LD on a child's future? The answer to this question could help teachers better address each student's individual learning capacity and hopefully guide them in finding the best teaching strategies for each individual student with special needs. KEY DEVELOPMENTAL CHARACTERISTICS Children diagnosed with ADHD usually possess varying degrees of hyperactivity, lack of concentration or attention, and impulsivity. Some of the developmental issues that young children with ADHD face are: behavioral control, learning problems, and socialization problems. As the child with ADHD enters adolescence, he or she often faces difficulties interacting with peers, managing anger, and identity issues. Each of these developmental issues is very significant when considering their long-term life impact. The significance of these developmental challenges is exacerbated when another diagnosis is present. Children with an ASD face many of the same developmental issues throughout childhood and adolescence, but when an additional diagnosis of an ASD is included, the problem and long-term negative effects increase. In research article one, I was surprised to learn that the author's hypothesis of having a dual diagnosis of ADHD/LD did not lower a child's self-perceived quality of life, but resulted in self-perceived deficits in psychosocial and physical functioning. In Article Two, long-term negative effects for children with ADHD/LD were confirmed in the areas of reading, social skills and behavioral problems. Both of these studies indicate the need for early student intervention and support services to reduce long-term negative effects on their students. Another area of ​​interest that could build on both of these studies would be to measure the effect of an appropriate intervention on students with ADHD/LD..