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Secondary School Experiences and Academic Performance of Students With Mental Retardation
NCSER 2009-3020
July 2009

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 support197949797
More time in taking tests69896829
Additional time to complete assignments64656748
Test read to students56715431
Slower-paced instruction54476059
Shorter or different assignments53495649
Modified tests47505230
Modified grading standards46494737
Alternative tests or assignments43294859
Modification to physical aspects of the classroom106930
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.