This study aims to be a basic study that prepares a method for educationally supporting children with BIF placed in the blind spot of education by comparing and analyzing the characteristics of WM of children with BIF and typically developing children. The results of measuring, comparing, and analyzing the WM of children with BIF(30) and typically developing children(30) using the validated WM test(Lee, 2020) are as follows. First, the children with BIF showed lower WM performance than typically developing children, and the WM span was about 2 less in all three sub-components(i.e., phonological loop, visuo-spatial sketchpad, and central executive). Second, while the WM development of children with BIF tended to increase gradually with age, the gap between children with BIF and typically developing children maintained. Third, at the level of WM subtests, the correlations between subtests were different in children with BIF and typically developing children. And subtests that best distinguish children with BIF were reading span, matrix, and letter recall. Fourth, as a result of the analysis of the correct answer rate of children with BIF and typically developing children in reading span and symmetry span interference tasks, the linguistic information processing of children with BIF showed lower performance than typically developing children. Their visuo-spatial information processing was not significantly different from that of typically developing children. Considering the WM characteristics of children with BIF, there is a need of additional educational efforts to screen and diagnose these children as early as possible and improve their WM through early intervention. In addition, if you are developing an educational intervention program for the children with BIF, you should reflect the following recommendations: 1) Give a small amount of information provided at a time, 2) Teacher’s instructions at a time 1-2, step-by-step, 3 )Key presentation of visuo-spatial information, 4) Tasks that require practice give multiple opportunities to repeat.