Students' Participation in Nonvocational Special Education Classroom Activities

Teachers of nonvocational special education classes were asked to report the frequency with which students with mental retardation participated in class discussions, responded orally to questions, presented to a class or group, and worked with a peer or group. Of students with mental retardation taking nonvocational special education classes, 84 to 88 percent were reported to participate at least "sometimes" in each of these activities, with the exception of presenting to a class or group; 41 percent presented "sometimes" or "often" (table 18). Forty-seven percent of students with mental retardation "often" responded orally to questions in special education classes, whereas 45 percent participated in class discussion "often," and 25 percent worked with a peer or group "often." Participation in nonvocational special and general education were similar with the exception that students with mental retardation were more likely to respond orally to questions "often" when they were in nonvocational special education classes than when they were in general education academic classes (47 percent vs. 21 percent, p < .001).

Regarding parent-reported cognitive functioning, 42 percent of low-functioning students with mental retardation "rarely" or "never" responded orally to questions, a significantly higher proportion than the reported 8 percent of high-functioning (p < .001) and 5 percent of moderate-functioning (p < .001) students with mental retardation. Conversely, a higher percentage of moderate-functioning (55 percent) and high-functioning (49 percent) students were more likely to respond orally to questions "often" when compared with the 22 percent of low-functioning students (p < .001 and p < .01, respectively). Four out of 10 low-functioning students with mental retardation "rarely" or "never" participated in class discussion, a significantly higher proportion than the 11 percent of high- and moderate-functioning students with mental retardation (p < .01 for both levels). Conversely, 50 percent of moderate- and 48 percent of high-functioning students "often" participated in class discussion, significantly more than the 28 percent of low-functioning students (p < .05 for both comparisons). Finally, 76 percent of low-functioning students with mental retardation "rarely" or "never" presented to the class or group, a significantly higher percentage than the 56 percent of moderate-functioning students with mental retardation (p < .05).