This study examines the current status and significance of cultural and arts education for children and adolescents with Borderline Intellectual Functioning (BIF), focusing on dance education at Yeroom Arts School and Yeha Arts School. Students with BIF often experience cognitive, emotional, and social difficulties while receiving limited educational support because they fall between general and special education systems. The findings indicate that cultural and arts education, particularly dance education, demonstrated the possibility of having positive effects on self-expression ability, self-esteem, social skills, emotional stability, and physical and cognitive development. The educational practices of Yeroom Arts School and Yeha Arts School showed that arts-centered education can exert effects to a certain extent on school adaptation and social growth for students with BIF. Based on these findings, this study suggests the need for institutional support, specialized program development, teacher training, and expanded policy support for cultural and arts education for children and adolescents with Borderline Intellectual Functioning.