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Table 20. Types of learning supports received by students with mental retardation, overall and by parent-reported levels of cognitive functioning
| Overall | High | Moderate | Low | |
|---|---|---|---|---|
| Percentage who received: | ||||
| Some type of learning support | 80 | 79 | 79 | 83 |
| Monitoring of progress by special education teacher | 58 | 58 | 59 | 54 |
| A teacher's aide, instructional assistant, or other personal aide | 39 | 27 | 42 | 56 |
| More frequent feedback | 36 | 35 | 36 | 31 |
| Learning strategies/study skills assistance | 26 | 28 | 27 | 16 |
| A peer tutor | 23 | 23 | 24 | 20 |
| Self-advocacy training | 14 | 8 | 17 | 17 |
| A reader or interpreter | 11 | 16 | 12 | 3 |
| Tutoring by an adult | 7 | 5 | 8 | 6 |
| NOTE: Percentages are population estimates based on weighted samples that range from approximately 70 to 560 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. | ||||