Learning difficulties can be manifested in many different ways. There are approximately 25 areas that are identified for students, and the struggle is that many of the issues tend to be combined with other difficulties. For instance, many children that tend to have reading disabilities also tend to have behavioral issues. This is probably the most common combination and mostly due to the fact that the student is frustrated with their lack of production and normalcy. The idea behind inclusion classrooms was to eliminate much of this frustration by allowing a student to be in a normal classroom setting with his or her peers. This has been very effective in the last decade, and many students are maintaining healthy behavioral habits as a result.
The biggest problem with learning difficulties is not so much the identification of the issue, but rather the reception in which the student receives help for that issue. Many times students tend to fight the help because they feel out of place or stupid. This is a tragic scenario as it can take years before a student realizes that the intervention is not intended to harm, rather help. For some, this can mean that learned things can be missed, and students fall even more behind. This cycle can create an ugly situation for students and their families, and many times can result in being held back in a grade, or more one on one intervention to get the student caught up with the key concepts.
ADD/ADHD is not considered a diagnosable disability at this time in school, and there are efforts to try and change that. The problem with this difficulty is that many believe it to be strictly environmental and therefore highly preventable. The age old argument of Nature vs. Nurture is hot on this topic, and many educators hope to see a change in the near future regarding this particular aspect of noticeable difficulties that students face.