Document Type: Original Article


1 Faculty Member of Farhangian University, Campus of Shahid Beheshti, Mashhad, Iran

2 Department of Clinical Psychology, Science and Research branch, Islamic Azad University, Sirjan, Iran

3 Faculty Member of Farhangian Mashhad University, Mashhad, Iran


Background: Recent research has indicated that children suffering from specific learning disorders not only encounter a tragic fact of continuous separation in the educational system and in their classes but also face the peril of losing their self-confidence. Hence, such disorders may have a negative impact on children’s mental health. These children often experience loneliness and inferiority complex, communication problems, lack of mental health, postponement of development, psychological problems as well as educational disimprovements. Therefore, such mental-educational problems along with other disorders form a cluster of mishaps in which children may not be able to meet their most superficial needs. Method & Material: The current research has been designed based on the case study model  and approximate reasoning approach  as an alternative for traditional approaches. The participant of the study is a second-grade pupil who had the primary symptoms of learning disorders in mathematics in Zakariaye Razi Primary School in Mashhad. He was, then, introduced to Baharestan Center of Learning Disorders in Mashhad. The necessary data were collected according to the Wexler Test of Children WISC-R, Bender Gestalt Visual Motor Test, Frastig Perceptive-Visual Discrimination Test, Wapmann Auditory Discrimination Test, Lincoln-Oseretsky Motor Development Tests and Laterality Test. Since the data of the current research were based on the individual pupil, the researcher utilized Rood-Kafman software to analyze them.Findings: The findings of the study indicate that the subject, in the diagnosis test phase, manifested as having operations in line with the pattern of the symbols of math disorder. Despite the fact that he was in the second grade, but the pupil did not meet the objective functions in test operations. Hence, he encountered cognitive obstacles encountered in the classification operations. With respect to the comparison of pre-test - post-test, the study found that he not only needed visual-motor integration and visual fixation skills but also he required spatial-visual skills and strengthening of the calculation skill. Results: In accordance with the mathematical learning of Piaget’s (1998) hierarchy system, the pupil under study will reach the sufficient cognitive scale in solving math problems.


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