Borderline Intellectual Functioning and Vulnerability in Education, Employment and Family

The lives of people with borderline intellectual functioning (BIF) were retrospectively examined with a population-based sample (N = 416,973), ‘Finland-in-Miniature’. Results were compared to those of the general population, to people with mild intellectual disability (MID), and people with learning problems (LP). Results showed that people with BIF had fewer partnerships, lesser employment, and fewer cases of completing secondary school education than peers in general population. They also had higher rates of unemployment and disability pensions. Regarding family, education, and work, people with MID showed lower rates, and those with LP showed higher rates, than people with BIF. It was concluded that people with BIF are more vulnerable than their peers in the general population regarding partnership, education, and work. It is essential that society supports employment for people with BIF. Retrospective utilisation of existing databases is proposed as a promising method of research to widening an understanding of BIF.peerReviewe

Fgfr2 and Fgfr3 are not required for patterning and maintenance of the midbrain and anterior hindbrain.

The mid-/hindbrain organizer (MHO) is characterized by the expression of a network of genes, which controls the patterning and development of the prospective midbrain and anterior hindbrain. One key molecule acting at the MHO is the fibroblast growth factor (Fgf) 8. Ectopic expression of Fgf8 induces genes that are normally expressed at the mid-/hindbrain boundary followed by the induction of midbrain and anterior hindbrain structures. Inactivation of the Fgf receptor (Fgfr) 1 gene, which was thought to be the primary transducer of the Fgf8 signal at the MHO, in the mid-/hindbrain region, leads to a deletion of dorsal structures of the mid-/hindbrain region, whereas ventral tissues are less severely affected. This suggests that other Fgfrs might be responsible for ventral mid-/hindbrain region development. Here we report the analysis of Fgfr2 conditional knockout mice, lacking the Fgfr2 in the mid-/hindbrain region and of Fgfr3 knockout mice with respect to the mid-/hindbrain region. In both homozygous mouse mutants, patterning of the mid-/hindbrain region is not altered, neuronal populations develop normal and are maintained into adulthood. This analysis shows that the Fgfr2 and the Fgfr3 on their own are dispensable for the development of the mid-/hindbrain region. We suggest functional redundancy of Fgf receptors in the mid-/hindbrain region

Reading skills in children with mild to borderline intellectual disability: a cross‐sectional study on second to eighth graders

Background: Students with intellectual disabilities (IDs) have various learning difficulties and are at risk for school failure. Large inter-individual differences are described for reading, but it is unclear how these vary as a function of grade. The aim of this study was to examine various reading fluency, accuracy and comprehension parameters in second-to-eighth-grade Italian children with either borderline intellectual functioning (BIF) or mild ID (MID). Methods: We examined 106 children with BIF (67 M and 39 F) and 168 children with MID (107 M and 61 F). The children were in the second to eighth grade and were comparable for chronological age (7 to 14 years). They were administered a battery of tests that assessed fluency and accuracy of word, pseudo-word and text reading, as well as text comprehension. Standardised scores allowed us to compare the performance of the two groups with normative values. Results: Children with ID obtained generally low scores compared with normative values. Those with MID had greater difficulty than those with BIF. Furthermore, difficulty was greater for speed than for accuracy measures and for words than for pseudo-words. Difficulty (particularly in the case of reading speed) tended to be pronounced at later grades. Marked individual differences were present independently of MID–BIF subgrouping, as well as stimulus category and reading parameter. Conclusions: As a group, children with ID showed difficulty in reading acquisition; the effect was greater for children with more severe ID, but large individual differences were observed in children with both BIF and MID. Relatively spared pseudo-word reading skills indicate efficient use of the grapheme-to-phoneme conversion routine. This processing mode may prove more ineffective at higher levels of schooling when even in regular orthographies such as Italian typically developing children rely on lexical activation