Exploring the Direction of Art Activities through the Analysis of Multiple Intelligence Characteristics of Students with Borderline Intellectual Functioning

This study investigates the multiple intelligence (MI) characteristics of students with Borderline Intellectual Functioning (BIF) and proposes directions for designing art activities based on these findings. The participants were 116 students officially diagnosed with BIF, comprising 88 elementary school students and 28 middle school students. The study examined whether the levels of MI domains among BIF students differed by school level and gender, and further explored how these students could be classified into subgroups according to their MI profiles to identify effective support strategies in group instruction. The results revealed the following: First, significant differences were observed across MI domains by school level, while no differences were found by gender. Second, BIF students did not constitute a homogeneous group; rather, three heterogeneous clusters emerged based on their MI profiles. Cluster A showed generally low developmental levels, with MI scores remaining in the 2-point range (below average). Cluster B, located in the low-to-mid 3-point range (average), demonstrated relative strengths in bodily-kinesthetic, musical, and interpersonal intelligences. Cluster C exhibited very low scores in the early 1-2 point range, suggesting substantial difficulties in cognitive and behavioral development. Drawing on these cluster-specific MI characteristics, this study proposes pedagogical directions for art activity design tailored to the needs of BIF students.