Ned Hermann improved his brain dominance model in 1979. His whole brain model (Herman, 1995) combines Roger Sperry's left/right brain theory and the triune model by Paul MacLean (rational brain, intermediate brain, and primitive brain) to produce a quadrant model of the brain. The quadrants are: Left Cerebral (top left), Left Limbic (bottom left), Right Limbic (bottom right), Right Cerebral (top right), as for the other brain models, each area it has functions attached to it to produce a pattern of thinking and learning. HBDT practitioners use the following labels in each quadrant for people whose strongest preference is in that quadrant: Left Cerebral: Theorists, Left Limbic: Organizers, Right Limbic: Humanitarians, Right Cerebral: Innovators As enthusiasts might surmise Myers-Briggs Type Indicator (MBTI). , there is a correlation between MBTI preference and HBDI preference. These two models focus on the characterization of students. There has been much further work characterizing the cognitive styles of different students, such as the work of Furnham (1995) and Ramsden (1992) on the global/analytical organization and processing of information and the verbal/imaginal representation of information. However, there is debate as to whether cognitive style should be considered part of learning style: “LS is more about processes than outcomes” (Duff, 2003, pp.5). Sadler-Smith (2001) also highlights in their discussion that cognitive style and LS are independent. This is similar to Dunn, Dunn, and Price (1979) who identified factors that influence students in terms of five types of stimuli: environmental, emotional, sociological, physiological, and psychological. For each of them, they identified specific elements: “Environmental” includes: d...... half of the paper ......people, and this discrepancy could significantly contribute to their poor learning behaviors. There is extensive literature showing that teaching strategies that support multiple learning styles improve learning not only for students with ADHD but also for all other students. Contrary to popular perception, using learning styles does not mean personalizing learning. instruction based on each individual student's preferences, but rather provide opportunities to use multiple styles. , including those with whom they feel least comfortable. In addition to this, students with ADHD need contextual support in the classroom, and this should be part of their intervention plan. There is a need for further research on developing teaching strategies that can take advantage of the large body of material on learning styles and learning processes and understanding their value for students with ADHD.