ABSTRACT
Adam was born and raised in a well-to-do family. He had no trouble with America, at least in the all-important sense that he was comfortable with details of American culture. The three different ways of thinking about the continuum, namely, increase in difficulty, constraint, and vulnerability, have different implications for how one thinks about Adam. If the continuum captures cognitive difficulty, then the tasks require more mental effort and ingenuity as one moves from the ease of everyday life to the taxing questions of the psychometric test. Sensitivity to and practical consciousness of actual difficulties were not signs of Adam's self. Adam persisted in spite of the pain, and his having been born into a family that could afford the school he attended, it turned out eventually that his identification as Learning Disabled did not make much difference in his career. Being acquired culturally by Learning Disability does not make a child a Learning Disabled child in any neurological way.
