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National Center for Special Education Research


Secondary School Experiences and Academic Performance of Students With Mental Retardation
NCSER 2009-3020
July 2009

List of Tables

Table 1

Types and grade levels of schools attended by students with mental retardation, overall and by parent-reported levels of cognitive functioning

Table 2

Average percentage of courses taken in a semester by students with mental retardation, overall and by parent-reported levels of cognitive functioning

Table 3

Academic courses taken in any type of educational setting by students with mental retardation, overall and by parent-reported levels of cognitive functioning

Table 4

Vocational courses taken by students with mental retardation, overall and by parent-reported levels of cognitive functioning

Table 5

Other nonacademic courses taken by students with mental retardation, overall and by parent-reported levels of cognitive functioning

Table 6

Course taking in a semester by instructional setting by students with mental retardation, overall and by parent-reported levels of cognitive functioning

Table 7

Academic courses taken in a general education setting by students with mental retardation, overall and by parent-reported levels of cognitive functioning

Table 8

Extent of curriculum modification for students with mental retardation, overall and by parent-reported levels of cognitive functioning

Table 9

Instructional groupings of students in general education academic classes for the whole class and for students with mental retardation, overall and by parent-reported levels of cognitive functioning

Table 10

Instructional activities outside the general education academic classroom for the whole class and for students with mental retardation, overall and by parent-reported levels of cognitive functioning

Table 11

Active participation in general education academic class activities by the whole class and by students with mental retardation, overall and by parent-reported levels of cognitive functioning

Table 12

General education academic teachers' perceptions and expectations for students with mental retardation, overall and by parent-reported levels of cognitive functioning

Table 13

Similarity of instructional experiences with those of the class as a whole in general education vocational classes of students with mental retardation, overall and by parent-reported levels of cognitive functioning

Table 14

General education vocational teachers' perceptions and expectations for students with mental retardation, overall and by parent-reported levels of cognitive functioning

Table 15

Extent of curriculum modification in nonvocational special education classes for students with mental retardation, overall and by parent-reported levels of cognitive functioning

Table 16

Instructional groupings in nonvocational special education classes for students with mental retardation, overall and by parent-reported levels of cognitive functioning

Table 17

Instructional activities outside the nonvocational special education classroom of students with mental retardation, overall and by parent-reported levels of cognitive functioning

Table 18

Participation in nonvocational special education classes of students with mental retardation, overall and by parent-reported levels of cognitive functioning

Table 19

Types of accommodations and supports received by students with mental retardation, overall and by parent-reported levels of cognitive functioning

Table 20

Types of learning supports received by students with mental retardation, overall and by parent-reported levels of cognitive functioning

Table 21

Types of related services received by students with mental retardation, overall and by parent-reported levels of cognitive functioning

Table 22

General education academic course grades of students with mental retardation, overall and by parent-reported levels of cognitive functioning

Table 23

Performance of youth with mental retardation compared with performance of youth in the general population based on standard scores from the Woodcock-Johnson III research version direct assessment subtests

Table 24

Mean standard scores on Woodcock-Johnson III research version direct assessment subtests for students with mental retardation, overall and by parent-reported levels of cognitive functioning

Table 25

Performance on functional rating scales of youth with mental retardation who could not participate in the direct academic assessment and of youth in the general population

Table 26

Mean standard score on functional rating scales of youth with mental retardation who could not participate in the direct academic assessment, overall and by parent-reported levels of cognitive functioning

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