Objectives:
Borderline intellectual functioning (BIF) is aclinical entity of polyetiological nature which manifests in heterogeneity of cognitive deficits. The aim of this study was to identify groups of homogenous cognitive profiles within a heterogeneous population of students with BIF.

Methods:
Cognitive profiles of 114 participants with borderline intellectual functioning were assessed based on different patterns of their performance on the Wechsler Intelligence Scale for Children – Revised.

Results:
Through a hierarchical cluster analysis we identified four distinct cognitive profiles: a) children with severe verbal skills deficits and average visual-spatial abilities; b) children with short-term memory and attention deficits; c) children with ACID profile, typical for learning disabilities; d) children with ‘flat’ cognitive profile where all verbal and performance skills were on borderline IQ level.

Conclusions:
Identifying strengthsand limitations of distinct cognitive profiles among students with borderline intellectual functioning has important implications for further assessment strategies and distinctive approach in designing educational and developmental interventions.