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

Top