Abstract
The purpose of this study is to examine the cognitive deficits that children with borderline intelligence exhibit and where they are at a disadvantage in the social-emotional domain compared to their "typically developing" peers. Finally, an attempt is made to emphasize the need for special learning and social support, so that in the future children and adults with borderline intelligence can claim the same rights and opportunities. A total of 12 studies were recorded from the international literature that studied the particular cognitive and socio-emotional profile of children with borderline intelligence
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