Abstract
A case study can help to clarify for the student the puzzling contradictions and the range of irregularities that characterize the learning disabled child. This approach can be illustrated through analysis of the case of Jeffry, a third grader who was highly verbal, while at the same time demonstrating immaturities and/or deficits in other areas of functioning. Evaluation indicated four vulnerable areas, which were later handled during the course of remediation. Different frameworks for analyses can be generated from the case study. It offers an opportunity to use inductive reasoning in uniting theory and practice.
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