A recent study has revealed a significant surge in the number of students in Seoul receiving counseling for dyslexia and borderline intellectual functioning in the past three years. (Image courtesy of Yonhap)
SEOUL, Oct. 23 (Korea Bizwire) – A recent study has revealed a significant surge in the number of students in Seoul receiving counseling for dyslexia and borderline intellectual functioning in the past three years. This upturn is believed to be primarily attributed to the challenges posed by the COVID-19 pandemic, which disrupted traditional face-to-face education methods.
According to a report from the Seoul Metropolitan Office of Education, as of August 2023, there were 824 students in Seoul with dyslexia receiving support from the municipal education department. This represents a substantial 7.4-fold increase from the 112 students reported in 2020. Elementary school students accounted for the majority, with 757 students, followed by 61 middle school students and six high school students.
Dyslexia is a condition characterized by difficulties with reading, even when the individual possesses a typical IQ. These students often experience challenges such as letter or word reversals, difficulty with pronouncing new words, struggles in recognizing graphemes, and reading at a slower pace.
The increase in the number of students receiving assistance for dyslexia can be attributed to the Department of Education’s early identification system initiated in 2020. Some analysts suggest that the recent surge may also be linked to delayed development due to reduced interpersonal interactions during the COVID-19 pandemic or missed treatment opportunities.
Since 2020, the Seoul Metropolitan Office of Education has provided comprehensive diagnostic and treatment programs for students with dyslexia and borderline intellectual functioning, with parental consent.
An official from the Dongbu Learning Help Center, a part of the Seoul Metropolitan Office of Education, noted, “While students with dyslexia and borderline intellectual functioning have always existed in schools, their numbers appear to be increasing due to our growing awareness of the issue and our efforts to identify it early. It’s possible that these numbers may continue to rise.”
At the school level, it is also observed that many students with developmental delays, including dyslexia, are now being recognized, partly as a consequence of virtual learning during the COVID-19 pandemic. A teacher at a public elementary school in Seoul commented, “Each year, we see an increase in students with developmental delays. They are constantly exposed to media and separated by COVID-19 at a critical stage for developing social skills.”
Additionally, there has been a notable rise in the number of students with an IQ between 71 and 84, who fall into the “borderline intellectual functioning” category and receive support from the city’s education department. As of August this year, this number stood at 663, marking a 5.4-fold increase from the 122 reported three years ago. Elementary school students accounted for the majority, with 489 (84 percent), followed by 154 middle school students and 20 high school students.
Borderline intellectual functioning, though not classified as an intellectual disability (IQ below 70), can lead to learning difficulties if not addressed promptly. These students typically have shorter attention spans and may struggle with expressing themselves in lengthy sentences.
They may also exhibit symptoms similar to dyslexia and have difficulties in forming friendships due to difficulties in understanding their peers. Unlike dyslexia, supporting students with borderline intellectual functioning can be challenging, as parents may not readily identify the issue and seek treatment. An official from the Seoul Metropolitan Office of Education noted that changing parental perceptions is crucial, as the support can significantly enhance both reading and social skills.
M. H. Lee (mhlee@koreabizwire.com)
