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Table 6. Course taking in a semester by instructional setting by students with mental retardation, overall and by parent-reported levels of cognitive functioning
| Overall | High | Moderate | Low | |||||
|---|---|---|---|---|---|---|---|---|
| Special education | General Education | Special education | General education | Special education | General education | Special education | General education | |
| Percentage with any courses taken in setting | 92 | 69 | 86 | 83 | 94 | 69 | 100 | 41 |
| Average proportion of courses taken in setting | 65 | 31 | 53 | 45 | 67 | 28 | 85 | 11 |
| Percentage who took the following types of courses in setting1 | ||||||||
| Academics | 87 | 31 | 85 | 48 | 88 | 28 | 90 | 7 |
| Vocational Education | 65 | 44 | 32 | 46 | 56 | 31 | 78 | 16 |
| Other nonacademics | 70 | 61 | 53 | 73 | 74 | 62 | 97 | 36 |
|
1 Includes only students with mental retardation taking the kind of course specified. NOTE: Percentages are population estimates based on weighted samples that range from approximately 70 to 550 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. | ||||||||