Pupils with Borderline Intellectual Functioning

Theories, didactic intervention and practical proposals (edited by)

Product: Book

Trim size in cm: 17x24cm

Pages: 224

ISBN: 978-88-590-0973-3

Publication date: 01/11/2015


Amongst pupils who struggle on a daily basis at school, attention today is being placed on those who, although not falling under any specific diagnostic category, present borderline cognitive potential, with repercussions on self-esteem, sense of self-efficacy and motivation.
The book, in line with current legislation, identifies the school as the key player in identifying and taking care of students with Borderline Intellectual Functioning (BIL) and offers a theoretical and practical contribution aimed at fostering integration.
After an overview of the functioning profile and the educational needs of these individuals, the book focuses on their placement in the ICF system, and goes on to provide practical suggestions for dealing with and integrating pupils with BIL in class: drafting a PEP, compensatory teaching strategies, facilitating thought processes and study material, and evaluation methods.
Designed for teachers at all levels, the book aims to provide professionals with the knowledge and skills needed for appropriate and effective intervention.

Introduction (Gianluca Daffi)
First part. Understanding BIF

Special Educational needs and attention on borderline intellectual functioning: the role of pupils with BIF in the legislation regarding SEN (Gianluca Daffi)
Borderline intellectual functioning and its limits (Silvia Celentano and Alessandro Antonietti)
Neuropsychiatric profile of BIF and its main comorbidities (Renato Borgatti)

Second part. Recognising BIF
Borderline intellectual functioning in childhood and adolescence: evaluating cognitive resources (Marisa Giorgetti)
Borderline intellectual functioning in the ICF system (Roberto Franchini)

Third part. Managing BIF

The PEP as an integration tool for pupils with BIF (Giorgia Sanna)
Educational strategies for class management (Luigi d’Alonzo e Silvia Maggiolini)
Facilitated thinking: pictures, analogies, metacognition and maps (Roberta Sala, Silvia Celentano, Alessandro Antonietti and Gianluca Daffi)
Simplifying and rebuilding a text as a compensatory tool (Carlo Scataglini)
Personalisation of evaluation methods (Gianluca Daffi)