Table 19. Types of accommodations and supports received by students with mental retardation, overall and by parent-reported levels of cognitive functioning
|Percentage who received:|
|Any type of accommodation or support1||97||94||97||97|
|More time in taking tests||69||89||68||29|
|Additional time to complete assignments||64||65||67||48|
|Test read to students||56||71||54||31|
|Shorter or different assignments||53||49||56||49|
|Modified grading standards||46||49||47||37|
|Alternative tests or assignments||43||29||48||59|
|Modification to physical aspects of the classroom||10||6||9||30|
|1 Support includes receipt of any of the accommodations and other learning assistance listed here and in table 18. Students may have received more than one type of accommodation or support.|
NOTE: Percentages are population estimates based on weighted samples that range from approximately 70 to 220 across variables.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Special Education Research, National Longitudinal Transition Study-2 (NLTS2), Wave 1 student's school program survey, 2002.