An Educational Programming Framework for a Subset of Students With Diverse Learning Needs: Borderline Intellectual Functioning

Shaw, Steven R.
May 2008
Intervention in School & Clinic;May2008, Vol. 43 Issue 5, p291
Academic Journal
Students with intelligence test scores between 70 and 85 frequently fall into the gap between general and special education. Students with borderline intellectual functioning are a large population at-risk for school failure. Recent educational trends (e.g., the use of response to intervention models of special education eligibility, implementation of inclusive education, and the accountability components of No Child Left Behind) have increased awareness and may serve as a catalyst for improving the education of students with borderline intellectual functioning. However, students currently receive few supportive educational services. An educational programming framework is developed for improving the education of students with borderline intellectual functioning in response to recent educational trends. Effective instructional practices can build academic resilience skills to ameliorate the important, but often-ignored, risk factor of borderline intellectual functioning.


Related Articles

  • Science in the Mainstream: Retooling Science Activities. Finson, Kevin; Ormsbee, Christine; Jensen, Mary; Powers, Donald // Journal of Science Teacher Education;Aug1997, Vol. 8 Issue 3, p219 

    The article discusses an educational program to help the retooling of science activities for accommodate students with disabilities in the mainstreamed, inclusion classroom. The program is composed of four major components which include on-campus sessions, in-school implementation of retooled...

  • Consider the Roles and Responsibilities of the Inclusion Support Teacher. Lamar-Dukes, Pamela; Dukes, Charles // Intervention in School & Clinic;Sep2005, Vol. 41 Issue 1, p55 

    This article discusses the roles and responsibilities of the inclusion support teacher. Inclusive education is defined as the provision of appropriate instruction for students with disabilities in general education classrooms. The essential element of inclusion is shared responsibility on the...

  • Social Consequences of Special Education for the Talented. Goldberg, Miriam L.; Passow, A. Harry; Lorge, Irving // Education Digest;Dec1958, Vol. 24 Issue 4, p11 

    The article comments on the social consequences of special education for the talented students in the U.S. There is controversy about the procedures used to select students for special education. Among the objections to the procedures are that tests for assessing intellectual ability measure...

  • Pearson's Perspective Will Give Parents and Educators Results.  // Electronic Education Report;7/14/2006, Vol. 13 Issue 13, p5 

    The article reports that Pearson Educational Measurement company has launched its Web-based system of reports called Perspective in Iowa City, Iowa. This report system was intended for educators and parents on student assessment performance associated with instructional resources. It includes a...

  • Biasing Influences on Test Level Assignments for Hearing Impaired Students. Wolk, Steve // Exceptional Children;Oct1985, Vol. 52 Issue 2, p161 

    The possible biasing influences of student characteristics were considered for teachers' judgments of appropriate test level assignments for their students. Approximately 1,300 hearing-impaired, special education students were assigned one of six difficulty levels of the Stanford Achievement...

  • Maximizing Access, Equity, and Inclusion in General and Special Education. Obiakor, Festus E. // Journal of the International Association of Special Education;Spring2011, Vol. 12 Issue 1, p10 

    The goal of any educational program is to help its students to maximize their fullest potential in inclusive environments. For many students with disabilities, having an inclusive environment seems to be an ideal policy. Ironically, this policy continues to be debatable and controversial....

  • Twenty-five Years after Larry P.: The California Response to Overrepresentation of African Americans in Special Education. Powers, Kristin M.; Hagans-Murillo, Kristi S.; Restori, Alberto F. // California School Psychologist;2004, Vol. 9, p145 

    In this article, major laws, regulations, court cases, policies and practices related to intelligence testing of African American students in California are reviewed. A California Department of Education (CDE) ban on intelligence testing of African American students for the purpose of...

  • Special Education and the Culturally Different Child: Implications for Assessment and Intervention. Sabatino, David A.; Kelling, Kent; Hayden, David L. // Exceptional Children;Apr1973, Vol. 39 Issue 7, p563 

    The article discusses the approaches in assessing the learning abilities of linguistically and culturally different children in the U.S. The authors asserts that lawsuits have been directed against public schools challenging the legality of the placement of minority children into special...

  • PREPARING SPECIAL EDUCATORS TO ASSUME COLLABORATIVE AND CONSULTATIVE ROLES. Long, Thomas J.; Brown, Carole; Nagy-Rado, Agnes // Catholic Education: A Journal of Inquiry & Practice;Jun2007, Vol. 10 Issue 4, p490 

    The incidence of children with disabilities is growing in both the private and public school sectors. As a result of this trend and efforts to place children in inclusive settings, there is an increasing need for special educators who can provide instruction within the context of a regular...


Read the Article


Sign out of this library

Other Topics