Table 19. Types of accommodations and supports received by students with mental retardation, overall and by parent-reported levels of cognitive functioning
Overall | High | Moderate | Low | |
---|---|---|---|---|
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 |
Slower-paced instruction | 54 | 47 | 60 | 59 |
Shorter or different assignments | 53 | 49 | 56 | 49 |
Modified tests | 47 | 50 | 52 | 30 |
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. |