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The cognitive profiles of children with Neurofibromatosis Type 1 (NF‐1) have many similarities to those observed in learning disabilities in the general school population, as well as some distinct features. Approximately 30–65 percent of children with NF‐1 have learning disabilities; most commonly, they have language and reading disabilities, along with motor, visuomotor, and visuospatial deficits. Similar to learning disabilities in the general population, approximately 50 percent of children with NF‐1 have Attention Deficit Hyperactivity Disorder (ADHD). In this article, the genetic and physical characteristics, the diagnostic criteria of NF‐1, and the cognitive profile of children with NF‐1 (including relationships between neurological abnormalities and cognition) are reviewed. Additionally, the types of educational interventions that would be indicated for children with NF‐1 are discussed.

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