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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.

Quem São os Alunos com Funcionamento Intelectual Borderline?