The Identification and Diagnostic Support System for Students with Borderline Intellectual Functioning
1
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
Individuals with borderline intellectual functioning (BIF) refers to individuals with cognitive and social abilities that are higher than those with intellectual disabilities but lower than the general population. In South Korea, interest in students with borderline intellectual functioning has grown, leading to a demand for systematic diagnosis and support. This study examines the diagnostic and support systems for students with borderline intellectual functioning, recognizing that their characteristics vary by developmental stage. Current diagnostic system for identifying students with borderline intellectual functioning are limited, and there is a need for more accurate diagnostic methods to better support students with borderline intellectual functioning. This study aims to propose a three-stage diagnostic support system to identify and diagnose students with BIF, consisting of the pre-referral stage, referral stage, and post-referral stage. To effectively identify and diagnose students with BIF using this three-stage diagnostic support system, a nationwide screening is necessary. Additionally, this study proposes establishing legally supported center for students with BIF in the future, to build a one-stop system that can support and manage these students comprehensively.
Abstract
Individuals with borderline intellectual functioning (BIF) refers to individuals with cognitive and social abilities that are higher than those with intellectual disabilities but lower than the general population. In South Korea, interest in students with borderline intellectual functioning has grown, leading to a demand for systematic diagnosis and support. This study examines the diagnostic and support systems for students with borderline intellectual functioning, recognizing that their characteristics vary by developmental stage. Current diagnostic system for identifying students with borderline intellectual functioning are limited, and there is a need for more accurate diagnostic methods to better support students with borderline intellectual functioning. This study aims to propose a three-stage diagnostic support system to identify and diagnose students with BIF, consisting of the pre-referral stage, referral stage, and post-referral stage. To effectively identify and diagnose students with BIF using this three-stage diagnostic support system, a nationwide screening is necessary. Additionally, this study proposes establishing legally supported center for students with BIF in the future, to build a one-stop system that can support and manage these students comprehensively.
참고문헌 (33)
- Ahn, H. R., "Understanding of riddle humor in school-aged children with borderline intellectual functioning", The Journal of Special Education, 37(4), pp.27~41 (2021)
- American Psychiatric Association, "Diagnostic and statistical manual of mental disorders" (1994), American Psychiatric Publishing
- Bateman, B., "Vol. 1", pp.219~239 (1965), Special Child Publications
- Byun, G. S., "Analysis of domestic research trends on borderline intellectual functioning", Research in Special Child Education, 19(1), pp.79~109 (2017)
- Choi, Y. M., "The effects of group play therapy on enhancing social skills in children with borderline intellectual functioning", Doctor, pp.2016
- "Not normal intelligence, nor intellectual disability… “Borderline intellectual functioning” 7 million people in Korea, could it be me?" (2023)[URL]
- "First comprehensive measures announced for individuals with borderline intellectual functioning: “It is meaningful to take the first step”" (2024)[URL]
- Dekker, M. C., "DSM-IV disorders in children with borderline to moderate intellectual disability. I: Prevalence and impact", Journal of the American Academy of Child & Adolescent Psychiatry, 42(8), pp.915~922 (2003)
- Fernell, E., "Handbook of clinical neurology. Vol. 174", pp.245~255 (2020)
- Flanagan, D. P., "Essentials of cross-battery assessment" (2002), John Wiley & Sons
- Grossman, H., "Manual on terminology and classification in mental retardation" (1973), American Association on Mental Deficiency
- "Early detection of students at risk of dropping out... “Face-to-face observation if absenteeism records vary”" (2024)[URL]
- Jung, D. Y., "Effects of the FIE-B (EM) program on emotional intelligence and social skills of children with borderline intellectual functioning", Special Education, 17(2), pp.63~89 (2018)
- Jung, H. J., "Cognitive and behavioral characteristics of children with borderline intellectual functioning", Research on Child Welfare, 3(3), pp.109~124 (2005)
- Jung, H. J., "Characteristics of children with borderline intellectual functioning", Special Education Research, 42(4), pp.43~66 (2008)
- Kim, A. H., "Who are students with learning disabilities, dyslexia, and academic underachievement (including borderline intelligence), and is the educational support adequate?: A review of the role and tasks of special education", Special Education Research, 53(1), pp.1~21 (2018)
- Kim, D. I., "Understanding and educational support for children and adolescents with borderline intellectual functioning" (2023), Hakjisa
- The diagnosis and support for students with borderline intellectual functioning, "Kim, D. I.", Korea Educational Development Institute, ~, pp.CIP 2024-08 (2024)
- Research on the operational plan for the Gyeonggi-type Regional Basic Learning Support Center, "Kim, D. I.", Gyeonggi Provincial Office of Education, ~ (2023)
- Kim, G. H., "Changes in academic achievement by grade of borderline intelligent elementary school students: Focused on lower grades of elementary school", Proceedings of the Annual Conference of the Korean Special Education Society, pp.73~97 (2007)
- Kim, H. J., "Effects of an integrated reading therapy program on enhancing social skills: Focusing on children with borderline intellectual functioning", Developmental Support Research, 6(1), pp.21~38 (2017)
- Kim, J. Y., "Characteristics of reading subdomains in school-aged children with borderline intellectual functioning", Journal of Language Therapy, 25(1), pp.67~76 (2016)
- Kim, S. K., "Inference ability of school-aged children with borderline intellectual functioning according to their background knowledge", The Journal of Special Education, 37(1), pp.185~200 (2021)
- Analysis of the status and support measures for elementary school students with borderline intellectual functioning, "Kim, T. E.", Korea Curriculum and Assessment Institute, ~, pp.CRI 2024-1 (2024)
- Korean Learning Disabilities Association, "Revised conditions and procedures for the selection of students with learning disabilities", ~ (2013)
- Lokanadha Reddy, G. L., "Psychology and education for slow learners: Adolescents with borderline intellectual functioning" (2013), Hakjisa
- Ministry of Education, "2024 Student emotional and behavioral characteristics test and management manual", Korean Educational Environment Protection Agency, ~ (2024)
- Current status and future tasks for individuals with borderline intellectual functioning, "Park, J. W.", National Assembly Legislative Research Service, ~, pp.Issues and Points, 2109 (2023)
- Park, Y. H., "Proposal for unified terminology and educational support issues for borderline intellectual functioning: An analysis of recent research literature in Korea (2010-2022)", Special Education Research, 57(2), pp.31~69 (2022)
- Ryu, I. H., "Analysis of research trends related to language in students with borderline intellectual functioning in Korea", The Journal of Korean Audiology and Language Disorders, 11(2), pp.65~95 (2020)
- "First survey on borderline intellectual functioning... 4.6% of elementary students" (2024)[URL]
- Schuchardt, J. P., "Significance of long-chain polyunsaturated fatty acids (PUFAs) for the development and behavior of children", European Journal of Pediatrics, 169, pp.149~164 (2010)
- Shaw, G. L., "The scientist as a child: Role of memory in science", Journal of Cognitive Neuroscience, 22(11), pp.2352~2358 (2010)
