.Unit of Neurodevelopmental Disorders, Department of Paediatrics, Skaraborgs Hospital, Mariestad, Sweden.FoU-Centre Skövde, University of Gothenburg, Gothenburg, Sweden.Department of Psychology, Stockholm University, Stockholm, Sweden.
Acta Paediatr. 2010 May;99(5):748-753. doi: 10.1111/j.1651-2227.2010.01707.x. Epub 2010 Feb 9.
To draw attention to groups of children and adolescents with borderline intellectual functioning, especially with respect to their school-situation.
In one study, population-based, children with borderline intellectual functioning at age 10 years were followed until they finished compulsory school when their final certificates could be analysed. In a second study parents of 20 individuals in the upper secondary school for pupils with mild mental retardation were interviewed according to the Vineland adaptive scales and school health records were reviewed. In a third study pupils attending an individual programme in upper secondary school were assessed and we report one representative case.
(1) Pupils with borderline intellectual functioning, assessed in grade 4, received significantly lower grades when finishing the compulsory school. (2) In the group of pupils in the upper secondary school for the mildly mentally retarded, compiled data indicated that a considerable number did not fulfil the combined IQ and adaptive criteria for mild mental retardation. (3) The subtle nature of borderline intellectual functioning may delay appropriate measures at school, which our case illustrates.
Borderline intellectual functioning seldom attracts attention. Our studies indicate that school and also society at large must be prepared to adapt educational and working conditions for the large minority of individuals with borderline intellectual functioning.
引起人们对边缘智力功能的儿童和青少年群体的关注，特别是他们的学校情况。
在一项研究中，对 10 岁时具有边缘智力功能的儿童进行了基于人群的随访，直到他们完成义务教育，届时可以分析他们的最终证书。在第二项研究中，根据维兰德适应量表对 20 名轻度智力障碍学生的中学的家长进行了访谈，并查阅了学校健康记录。在第三项研究中，对参加中学个别课程的学生进行了评估，并报告了一个有代表性的案例。
（1）在 4 年级接受评估的具有边缘智力功能的学生，在完成义务教育时的成绩明显较低。（2）在轻度智力障碍学生的中学组中，汇编的数据表明，相当一部分学生不符合轻度智力障碍的综合智商和适应标准。（3）边缘智力功能的微妙性质可能会延迟学校采取适当措施，我们的案例就说明了这一点。
边缘智力功能很少引起关注。我们的研究表明，学校乃至整个社会必须为具有边缘智力功能的少数人做好准备，以适应教育和工作条件。
