Children with borderline intelligence
 |
Description
Book Introduction
Children with Borderline Intelligence: The Children We Miss
An Essential Guide to Unleashing Your Children's Potential
A book titled "Children with Borderline Intelligence" has been published, which focuses on the difficulties children with borderline intelligence face in learning and daily life.
This book highlights the characteristics of children with borderline intelligence, or IQs between 70 and 85, which fall between intellectual disability and average intelligence, and the learning and social difficulties they face.
Children with borderline intelligence often fall 'barely' within the normal range academically and in everyday life, and often do not receive support or understanding.
This book provides practical ways to properly understand them and help them effectively.
Borderline intelligence is not generally classified as an intellectual disability, so it falls into a blind spot in education and care, and is often mistaken for simply poor grades or behavioral problems.
This book emphasizes the importance of parents, teachers, social workers, and other adults working with children to identify the difficulties faced by children with borderline intelligence early and provide appropriate support, aiming to provide these children with opportunities to realize their potential.
An Essential Guide to Unleashing Your Children's Potential
A book titled "Children with Borderline Intelligence" has been published, which focuses on the difficulties children with borderline intelligence face in learning and daily life.
This book highlights the characteristics of children with borderline intelligence, or IQs between 70 and 85, which fall between intellectual disability and average intelligence, and the learning and social difficulties they face.
Children with borderline intelligence often fall 'barely' within the normal range academically and in everyday life, and often do not receive support or understanding.
This book provides practical ways to properly understand them and help them effectively.
Borderline intelligence is not generally classified as an intellectual disability, so it falls into a blind spot in education and care, and is often mistaken for simply poor grades or behavioral problems.
This book emphasizes the importance of parents, teachers, social workers, and other adults working with children to identify the difficulties faced by children with borderline intelligence early and provide appropriate support, aiming to provide these children with opportunities to realize their potential.
- You can preview some of the book's contents.
Preview
index
To begin with
Chapter 1: Borderline Intelligence and Mild Intellectual Disability: The Difficulty of Recognizing Them
The difficult-to-detect problem of 'borderline intelligence' and 'mild intellectual disability'
Three criteria for 'intellectual disability' that are surprisingly unknown
The difference between developmental disabilities and intellectual disabilities
intellectual difficulties in children
The difference between 'mild, moderate, and severe'
A, whose habitual saying is "I can't do it after all"
It is difficult to determine that someone has a disability if their IQ is over 70.
ㆍMs. K, who does not understand the contents of her self-introduction
Miss K, who had borderline intelligence and was unaware of it
It is difficult to act while considering the circumstances.
The characteristics of intellectual disability are 'selfish and impulsive'
The criteria for recognizing intellectual disability vary across local governments and eras.
Even mild intellectual disability can go unnoticed.
ㆍT, a first-year middle school student with a test score of 20 points
The number of people with intellectual disabilities identified by the Ministry of Health, Labour and Welfare is small?
Problems of boys discovered at a medical detention center
Why Borderline Intelligence and Mild Intellectual Disability Are Overlooked
We must start with understanding children.
Even if you are diagnosed with an intellectual disability, there is still the possibility of change.
Chapter 2: Understanding Intelligence Tests
Take an intelligence test
What is intelligence?
Overview of Intelligence Tests
Neuropsychological pyramid and intelligence tests
The 'executive function', the command tower that moves us
A child with a high IQ but who can't handle things, a child with a low IQ but
A child who is good at getting things done
Use the test results as hints for improving the problem.
ㆍY, who cannot complete homework or test questions within the time limit
ㆍMs. M, who cannot remember letters, calculations, or the teacher's instructions
Points to note about intelligence tests
ㆍS group had no problems on intelligence tests but had poor grades
Developmental assessments that can be done at home or at school
Developmental age criteria to understand through drawing shapes
Test your listening skills by repeating numbers, words, and short sentences.
ㆍMs. N, who often misunderstands
Is it two, three, or more words that you can understand?
Why Children's Learning Difficulties Are Not Shared with Parents
Chapter 3: Why are cognitive functions more important than academic learning?
Five cognitive functions form the 'foundation of learning'
ㆍJ, who cannot write down or take dictation from the blackboard
Cognitive function enhancement training, such as building basic physical strength
Cognitive Enhancement Training 'Cog Train'
Focus on cognitive function, not child intelligence
The distorted world seen through children's eyes through imitation
CogTre is not a grade-improvement or IQ-boosting textbook.
Self-created textbooks lead to the launch of an academic society.
CogTre's Goals from a Learning Perspective
① Goal to develop 'memorization' skills
ㆍPerson D, who frequently loses things and has severe forgetfulness
② Goal to develop 'counting' skills
ㆍE, who makes frequent calculation mistakes and uses his fingers to count numbers
③ Goal to develop 'copying' skills
ㆍMs. I, who cannot memorize letters properly
④ Goal to develop 'discovery' skills
⑤ Goal to develop the power of 'imagination'
The 9-Year-Old Wall and the 'Imagine' Task
CogTre Use Case 1
A 5-minute program using elementary school mornings
CogTre Use Case 2
From a crisis of class collapse to a calm class
Use cogwheels as an evaluation factor
Are non-cognitive abilities more important than cognitive abilities?
Weak cognitive function leads to awkward interpersonal relationships.
Two Types of Children Who Struggle with Emotional Issues
ㆍC gets angry when he receives praise from his teacher
The feeling of being teased is behind the child getting angry.
To help children who struggle with emotional control, provide feedback on the other person's reactions and help them understand themselves.
Chapter 4 How can we develop children's potential?
The biggest problem is that 'I can't study'
Identify areas where the child finds learning difficult.
Children with intellectual disabilities also have the potential to grow.
The support methods for cognitive functions in developmental and intellectual disabilities are fundamentally the same.
Should borderline intelligence require special education?
Should I go to a regular class?
‘Additional placement of assistant teachers’ is necessary, but…
Use the encouragement "Cheer up" carefully.
My true intention is 'I want to be like other kids'
The goal of children's growth is 'independence.' What motivates children is 'the presence of adults who accompany them.'
A parent's question, "Have you finished your homework?" is meaningless.
Why Children Don't Do Their Homework
If you can solve more than half of the basic problems,
Among the subjects studied, the basics are Korean and math!
It is important to consistently send positive signals.
Chapter 1: Borderline Intelligence and Mild Intellectual Disability: The Difficulty of Recognizing Them
The difficult-to-detect problem of 'borderline intelligence' and 'mild intellectual disability'
Three criteria for 'intellectual disability' that are surprisingly unknown
The difference between developmental disabilities and intellectual disabilities
intellectual difficulties in children
The difference between 'mild, moderate, and severe'
A, whose habitual saying is "I can't do it after all"
It is difficult to determine that someone has a disability if their IQ is over 70.
ㆍMs. K, who does not understand the contents of her self-introduction
Miss K, who had borderline intelligence and was unaware of it
It is difficult to act while considering the circumstances.
The characteristics of intellectual disability are 'selfish and impulsive'
The criteria for recognizing intellectual disability vary across local governments and eras.
Even mild intellectual disability can go unnoticed.
ㆍT, a first-year middle school student with a test score of 20 points
The number of people with intellectual disabilities identified by the Ministry of Health, Labour and Welfare is small?
Problems of boys discovered at a medical detention center
Why Borderline Intelligence and Mild Intellectual Disability Are Overlooked
We must start with understanding children.
Even if you are diagnosed with an intellectual disability, there is still the possibility of change.
Chapter 2: Understanding Intelligence Tests
Take an intelligence test
What is intelligence?
Overview of Intelligence Tests
Neuropsychological pyramid and intelligence tests
The 'executive function', the command tower that moves us
A child with a high IQ but who can't handle things, a child with a low IQ but
A child who is good at getting things done
Use the test results as hints for improving the problem.
ㆍY, who cannot complete homework or test questions within the time limit
ㆍMs. M, who cannot remember letters, calculations, or the teacher's instructions
Points to note about intelligence tests
ㆍS group had no problems on intelligence tests but had poor grades
Developmental assessments that can be done at home or at school
Developmental age criteria to understand through drawing shapes
Test your listening skills by repeating numbers, words, and short sentences.
ㆍMs. N, who often misunderstands
Is it two, three, or more words that you can understand?
Why Children's Learning Difficulties Are Not Shared with Parents
Chapter 3: Why are cognitive functions more important than academic learning?
Five cognitive functions form the 'foundation of learning'
ㆍJ, who cannot write down or take dictation from the blackboard
Cognitive function enhancement training, such as building basic physical strength
Cognitive Enhancement Training 'Cog Train'
Focus on cognitive function, not child intelligence
The distorted world seen through children's eyes through imitation
CogTre is not a grade-improvement or IQ-boosting textbook.
Self-created textbooks lead to the launch of an academic society.
CogTre's Goals from a Learning Perspective
① Goal to develop 'memorization' skills
ㆍPerson D, who frequently loses things and has severe forgetfulness
② Goal to develop 'counting' skills
ㆍE, who makes frequent calculation mistakes and uses his fingers to count numbers
③ Goal to develop 'copying' skills
ㆍMs. I, who cannot memorize letters properly
④ Goal to develop 'discovery' skills
⑤ Goal to develop the power of 'imagination'
The 9-Year-Old Wall and the 'Imagine' Task
CogTre Use Case 1
A 5-minute program using elementary school mornings
CogTre Use Case 2
From a crisis of class collapse to a calm class
Use cogwheels as an evaluation factor
Are non-cognitive abilities more important than cognitive abilities?
Weak cognitive function leads to awkward interpersonal relationships.
Two Types of Children Who Struggle with Emotional Issues
ㆍC gets angry when he receives praise from his teacher
The feeling of being teased is behind the child getting angry.
To help children who struggle with emotional control, provide feedback on the other person's reactions and help them understand themselves.
Chapter 4 How can we develop children's potential?
The biggest problem is that 'I can't study'
Identify areas where the child finds learning difficult.
Children with intellectual disabilities also have the potential to grow.
The support methods for cognitive functions in developmental and intellectual disabilities are fundamentally the same.
Should borderline intelligence require special education?
Should I go to a regular class?
‘Additional placement of assistant teachers’ is necessary, but…
Use the encouragement "Cheer up" carefully.
My true intention is 'I want to be like other kids'
The goal of children's growth is 'independence.' What motivates children is 'the presence of adults who accompany them.'
A parent's question, "Have you finished your homework?" is meaningless.
Why Children Don't Do Their Homework
If you can solve more than half of the basic problems,
Among the subjects studied, the basics are Korean and math!
It is important to consistently send positive signals.
Detailed image
Into the book
Children with borderline intelligence appear very normal on the outside.
Even if you have a child with borderline intelligence around you, you probably won't notice it.
I don't think there's any difficulty because even if I meet this child on the street and say hello, we can have a good conversation.
Even if our child has borderline intelligence, wouldn't he or she still appear to be an ordinary child from an objective perspective? He or she may appear "ordinary," but he or she isn't "ordinary."
This applies not only to children with borderline intelligence but also to children with mild intellectual disabilities.
Even if the intellectual disability is 'mild', the problem is often overlooked because the child appears to be normal on the outside.
--- From "Starting"
Generally, an IQ of 70 or higher is not considered intellectual disability.
However, an IQ of 70 to 84 corresponds to 'borderline intelligence', which requires some support.
Borderline intelligence, also known as the "gray zone of intellectual disability," statistically affects about 14 percent of the general population.
Even though he is an adult, he has the intellectual ability of a third-year middle school student.
However, since it is not a disability, it is not eligible for administrative support.
What I want to focus on most now is the existence of 'people with borderline intelligence, neither developmental nor intellectual disabilities.'
This is because current welfare services fall short of the support available to people with intellectual and developmental disabilities.
--- From "Ms. K, who had 'borderline intelligence' that she didn't realize"
Although there are various definitions of cognitive function depending on the expert, this book considers it to be composed of five: ① memory, ② language comprehension, ③ attention, ④ perception, and ⑤ reasoning and judgment (ability to imagine).
Simply put, it is the ability to see, hear, and imagine the invisible, and it can be said to be an ability necessary for people to live more flexibly.
For example, let's say the teacher poses this problem during class.
“Everyone, listen carefully to what the teacher says.
A has five apples.
If you give him three apples, how many apples will A have in total?” To answer this, you must first pay ‘attention’ to what the teacher is saying.
If you were absentmindedly staring outside, or dozing off, you wouldn't have understood.
Next, you must 'perceive' the teacher's words properly and 'remember' the numbers so as not to forget them.
Additionally, the 'language understanding' of the problem mentioned by the teacher is also necessary.
To think of an answer like that and do mental calculations, you must not think of anything else and 'pay attention (concentrate)' on the calculation.
Moreover, this problem can be interpreted in two ways.
'If you have five apples, who will give you three more apples?' 'If you have five apples, who will you give them to?' So, you need to 'infer and judge' which one the teacher intended.
That is, to solve the problem posed by the teacher verbally, all five cognitive functions must be fully activated.
If even one of the five is weak, this simple problem cannot be solved.
--- From "The Five Cognitive Functions Become the 'Foundation of Learning'"
There are two types of children who struggle with emotional issues.
One is a child who cannot understand other people's feelings, and the other is a child who cannot control his or her own emotions.
Parents and teachers must first begin by identifying which type their child falls into.
In the case of the former, ‘not understanding others’ minds’
① Is there a problem with recognizing the other person’s facial expressions (can you read the facial expressions themselves)?
② Can you understand the other person's feelings by considering information or situations other than facial expressions?
There are tasks like this.
① If you don't know how to do it, it would be good to practice reading emotions through facial expressions using 'expression cards' with emotions such as joy, anger, sorrow, and pleasure drawn on them.
② In cases where it is difficult to understand the other person's feelings, you should increase the opportunities to think about the other person's feelings through experiencing various situations.
Even if you have a child with borderline intelligence around you, you probably won't notice it.
I don't think there's any difficulty because even if I meet this child on the street and say hello, we can have a good conversation.
Even if our child has borderline intelligence, wouldn't he or she still appear to be an ordinary child from an objective perspective? He or she may appear "ordinary," but he or she isn't "ordinary."
This applies not only to children with borderline intelligence but also to children with mild intellectual disabilities.
Even if the intellectual disability is 'mild', the problem is often overlooked because the child appears to be normal on the outside.
--- From "Starting"
Generally, an IQ of 70 or higher is not considered intellectual disability.
However, an IQ of 70 to 84 corresponds to 'borderline intelligence', which requires some support.
Borderline intelligence, also known as the "gray zone of intellectual disability," statistically affects about 14 percent of the general population.
Even though he is an adult, he has the intellectual ability of a third-year middle school student.
However, since it is not a disability, it is not eligible for administrative support.
What I want to focus on most now is the existence of 'people with borderline intelligence, neither developmental nor intellectual disabilities.'
This is because current welfare services fall short of the support available to people with intellectual and developmental disabilities.
--- From "Ms. K, who had 'borderline intelligence' that she didn't realize"
Although there are various definitions of cognitive function depending on the expert, this book considers it to be composed of five: ① memory, ② language comprehension, ③ attention, ④ perception, and ⑤ reasoning and judgment (ability to imagine).
Simply put, it is the ability to see, hear, and imagine the invisible, and it can be said to be an ability necessary for people to live more flexibly.
For example, let's say the teacher poses this problem during class.
“Everyone, listen carefully to what the teacher says.
A has five apples.
If you give him three apples, how many apples will A have in total?” To answer this, you must first pay ‘attention’ to what the teacher is saying.
If you were absentmindedly staring outside, or dozing off, you wouldn't have understood.
Next, you must 'perceive' the teacher's words properly and 'remember' the numbers so as not to forget them.
Additionally, the 'language understanding' of the problem mentioned by the teacher is also necessary.
To think of an answer like that and do mental calculations, you must not think of anything else and 'pay attention (concentrate)' on the calculation.
Moreover, this problem can be interpreted in two ways.
'If you have five apples, who will give you three more apples?' 'If you have five apples, who will you give them to?' So, you need to 'infer and judge' which one the teacher intended.
That is, to solve the problem posed by the teacher verbally, all five cognitive functions must be fully activated.
If even one of the five is weak, this simple problem cannot be solved.
--- From "The Five Cognitive Functions Become the 'Foundation of Learning'"
There are two types of children who struggle with emotional issues.
One is a child who cannot understand other people's feelings, and the other is a child who cannot control his or her own emotions.
Parents and teachers must first begin by identifying which type their child falls into.
In the case of the former, ‘not understanding others’ minds’
① Is there a problem with recognizing the other person’s facial expressions (can you read the facial expressions themselves)?
② Can you understand the other person's feelings by considering information or situations other than facial expressions?
There are tasks like this.
① If you don't know how to do it, it would be good to practice reading emotions through facial expressions using 'expression cards' with emotions such as joy, anger, sorrow, and pleasure drawn on them.
② In cases where it is difficult to understand the other person's feelings, you should increase the opportunities to think about the other person's feelings through experiencing various situations.
--- From "Two Types of Children Who Struggle with Emotional Issues"
Publisher's Review
Borderline intelligence that is difficult to detect
Children who need appropriate support
Children with borderline intelligence appear normal on the outside, making it difficult to spot problems, and even parents and teachers often fail to recognize their difficulties.
Children struggle with learning and are often isolated from their peers.
However, because they struggle to verbalize their problems and are embarrassed to seek help, they often don't receive adequate support. Borderline intelligence, which falls between 70 and 85, isn't clearly classified as an intellectual disability, so they often don't receive adequate support at school or at home.
Children with borderline intelligence have difficulties not only academically but also in social interactions.
The author uses various real-life examples to illustrate the difficulties faced by children with borderline intelligence, and suggests ways for parents and teachers to recognize this problem early and respond appropriately.
For example, children with borderline intelligence have difficulty following along in class and forming interpersonal relationships with other children.
They often feel insecure about themselves, 'whether others will know they are incompetent.'
This book vividly portrays the reality these children face and offers practical ways to understand and help them.
The author emphasizes that early detection of borderline intelligence and provision of appropriate educational and emotional support play a crucial role in their growth and independence.
Practical support measures for learning and daily life
Cognitive enhancement and psychological support are key
This book suggests specific ways to help children with borderline intelligence.
This is a method of identifying specific difficulties children experience through intelligence tests and cognitive function analysis, and providing appropriate learning and social support based on this.
Children with borderline intelligence are prone to limitations in general educational methods, so they require special learning methods and personalized guidance.
In particular, this book presents a method to enhance children's learning ability through cognitive function enhancement training such as 'CogTre' (a word made up of the words 'Cognitive Function' and 'Training').
This can improve memory, concentration, and problem-solving skills, leading to positive changes not only in academic achievement but also in social interactions.
The book provides examples of various methods used in CogTre that parents and teachers can apply in their daily lives, helping children with borderline intelligence regain confidence and have more positive experiences at school and at home.
Children who need appropriate support
Children with borderline intelligence appear normal on the outside, making it difficult to spot problems, and even parents and teachers often fail to recognize their difficulties.
Children struggle with learning and are often isolated from their peers.
However, because they struggle to verbalize their problems and are embarrassed to seek help, they often don't receive adequate support. Borderline intelligence, which falls between 70 and 85, isn't clearly classified as an intellectual disability, so they often don't receive adequate support at school or at home.
Children with borderline intelligence have difficulties not only academically but also in social interactions.
The author uses various real-life examples to illustrate the difficulties faced by children with borderline intelligence, and suggests ways for parents and teachers to recognize this problem early and respond appropriately.
For example, children with borderline intelligence have difficulty following along in class and forming interpersonal relationships with other children.
They often feel insecure about themselves, 'whether others will know they are incompetent.'
This book vividly portrays the reality these children face and offers practical ways to understand and help them.
The author emphasizes that early detection of borderline intelligence and provision of appropriate educational and emotional support play a crucial role in their growth and independence.
Practical support measures for learning and daily life
Cognitive enhancement and psychological support are key
This book suggests specific ways to help children with borderline intelligence.
This is a method of identifying specific difficulties children experience through intelligence tests and cognitive function analysis, and providing appropriate learning and social support based on this.
Children with borderline intelligence are prone to limitations in general educational methods, so they require special learning methods and personalized guidance.
In particular, this book presents a method to enhance children's learning ability through cognitive function enhancement training such as 'CogTre' (a word made up of the words 'Cognitive Function' and 'Training').
This can improve memory, concentration, and problem-solving skills, leading to positive changes not only in academic achievement but also in social interactions.
The book provides examples of various methods used in CogTre that parents and teachers can apply in their daily lives, helping children with borderline intelligence regain confidence and have more positive experiences at school and at home.
GOODS SPECIFICS
- Date of issue: April 10, 2025
- Page count, weight, size: 192 pages | 148*210*12mm
- ISBN13: 9791159716423
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