Those of us who work in Clinics are from time to time presented with the problem of a child referred because of odd behaviour and backwardness at school, whose testing and pre- liminary psychiatric observation lead to the conclusion that the child is ineducable, yet one cannot rid oneself of doubt as to the conclusiveness of the early diagnostic procedures, because, for example, of certain patchy ranges of ability or a possibly significant pattern of emotional factors in the background.
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