Borderline intellectual functioning in children and adolescents - insufficiently recognized difficulties.

Area of Science:

• Child Psychology
• Educational Psychology
• Developmental Disabilities

Background:

• Borderline intellectual functioning (BIF) in children and adolescents often goes unnoticed.
• This population requires specific attention regarding their educational and social integration.

Purpose of the Study:

• To highlight the challenges faced by children and adolescents with BIF in school settings.
• To advocate for better recognition and support systems for individuals with BIF.

Main Methods:

• Longitudinal follow-up of children with BIF from age 10 through compulsory schooling.
• Assessment of individuals in specialized secondary schools using adaptive scales and review of school records.
• Case study analysis of a student in an individual program within upper secondary education.

Main Results:

• Pupils identified with BIF in grade 4 achieved significantly lower academic grades upon completing compulsory school.
• A notable portion of students in secondary schools for mild mental retardation did not meet the diagnostic criteria for mild intellectual disability.
• The subtle characteristics of BIF can lead to delayed interventions in educational settings.

Conclusions:

• Borderline intellectual functioning is frequently overlooked, impacting educational and vocational pathways.
• Educational institutions and society must adapt to accommodate the needs of individuals with BIF.
• Proactive measures and appropriate support are essential for the successful integration of this population.