Who are the Students with Borderline Intellectual Functioning?

Authors

  • Andrea Água Dias Centro de Avaliação e Intervenção Pediátrica e do Desenvolvimento
  • Cristina P. Albuquerque Faculdade de Psicologia e de Ciências da Educação da Universidade de Coimbra

DOI:

https://doi.org/10.14195/1647-8614_51-1_2

Keywords:

Borderline Intellectual Functioning; academic performance

Abstract

The empirical evidence regarding the characterization of the academic performance of students with Borderline Intellectual Functioning (BIF) is very restricted. The purpose of the present study was to contribute to enlarge the knowledge about these students. A cross-sectional, descriptive and correlational study was carried out with a sample composed of 40 children and adolescents (7-15 years old) with BIF, in grades two through six. The following instruments were used: WISC-III and the Learning Disabilities Diagnostic Inventory. The results showed generalized learning disabilities, namely in reasoning, mathematics, writing and reading; and also that mathematics and reasoning disabilities were moderately associated with lower academic scores in the Mathematics school subject, as well as reasoning and receptive and expressive language disabilities were moderately associated with lower academic scores in the Portuguese school subject. Thus, BIF students evidence difficulties in Portuguese schools.

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Published

2017-10-31

How to Cite

Dias, A. Água, & Albuquerque, C. P. (2017). Who are the Students with Borderline Intellectual Functioning?. Revista Portuguesa De Pedagogia, (51-1), 27-42. https://doi.org/10.14195/1647-8614_51-1_2

Issue

No. 51-1 (2017)

Section

Articles

License

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows sharing the work with recognition of authorship and initial publication in Antropologia Portuguesa journal.