Innovative Finance
August 1, 2024
Context
Children living in group homes in Seoul face unique educational and social challenges, particularly those identified as Borderline Intellectual Functioning (BIF), with IQ scores ranging between 71 and 84. Often labeled as ‘slow learners,’ these children require specialized support to bridge learning gaps and develop critical social skills. Without timely and targeted interventions, children with BIF are at risk of academic failure, social exclusion, and limited long-term opportunities. Additionally, a small subset of children with mild intellectual disabilities (IQ scores between 64 and 70) may also benefit from the program, given their similar needs.
Despite existing educational frameworks, there is a gap in providing tailored academic and social support for children with BIF in group care settings. This intervention aims to fill that gap by offering comprehensive extra-curricular support to improve both cognitive development and social adaptability, thereby enhancing their potential for academic success and social integration.
Solution
The proposed intervention provides targeted support for up to 100 children living in group care homes in Seoul, focusing on those identified as having Borderline Intellectual Functioning (BIF), with a secondary inclusion of children with mild intellectual disabilities if necessary. The program begins with an initial assessment using the Korean Wechsler Intelligence Scale for Children-IV (K-WISC-IV) to determine eligibility, ensuring that support is directed toward those who will benefit most from the intervention.
Once enrolled, children receive tailored extra-curricular academic support and social skills training over three school years. Service providers deliver structured programs designed to improve cognitive abilities, enhance learning outcomes, and foster social adaptability. Academic support focuses on improving core subjects through individualized and group-based learning approaches, while social skills training involves interactive activities aimed at building communication, cooperation, and emotional regulation.
Progress is measured through two key success indicators: IQ improvement and enhanced sociability. IQ levels are evaluated at the beginning and end of the program using the K-WISC-IV, with success defined as an increase in IQ scores above 84 for BIF children or above 70 for those with mild intellectual disabilities. Additionally, social skills and behavior are assessed by schoolteachers through the Teacher’s Report Form (TRF) twice a year, with success measured by an average improvement in scores over the final four reports compared to the initial two.
Impact
This intervention is expected to produce meaningful improvements in both cognitive development and social adaptability among children with BIF and mild intellectual disabilities. By providing tailored academic support, the program aims to enhance the children’s learning capacity, enabling them to achieve IQ levels that bring them closer to or above the normal range. This improvement not only boosts their academic performance but also increases their self-esteem and motivation, key factors in long-term educational success.
In addition to cognitive gains, the program focuses on improving social skills, equipping children with the ability to interact effectively with peers and adults. By fostering better sociability, the intervention enhances their ability to integrate into school and community environments, reducing the risk of social isolation. The comprehensive support over three years provides a sustained impact, helping children develop the skills necessary for a more inclusive and productive future.
Furthermore, the program’s dual focus on academic and social development addresses critical gaps in existing care and education systems for children in group homes. The structured measurement of outcomes ensures accountability and provides valuable data that can inform future interventions. Over time, this initiative has the potential to serve as a replicable model for supporting children with BIF and mild intellectual disabilities in other group care settings, contributing to broader social and educational equity.