NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: ED506039
Record Type: Non-Journal
Publication Date: 2009-Jul
Pages: 33
Abstractor: ERIC
Reference Count: 19
Secondary School Experiences and Academic Performance of Students with Mental Retardation. Facts From NLTS2. NCSER 2009-3020
Yu, Jennifer; Newman, Lynn; Wagner, Mary
National Center for Special Education Research
The purpose of this fact sheet is to explore the secondary school experiences of students with mental retardation. Topics include the instructional practices in general, vocational, and nonvocational special education classrooms; the participation of students in various classroom settings; accommodations and support services provided to students; how their experiences compare with those of their classmates; and how students with mental retardation perform academically. Specifically, this fact sheet begins by providing a description of the educational experiences of students with mental retardation in terms of the types of schools they attended, grade levels, and course taking by educational setting. The fact sheet then describes their experiences in three types of classes--general education academic, vocational education, and nonvocational special education classes. Each of these sections provides information about aspects of their educational experience within that type of educational setting, such as curriculum modification, types of instruction, students' active participation, and teachers' perceptions and expectations of student performance. Findings related to their receipt of accommodations and supports are presented next. The fact sheet closes with a focus on the academic achievement of students with mental retardation. (Contains 26 tables and 19 footnotes.)
National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. Tel: 800-437-0833; Fax: 202-401-0689; Web site:
Publication Type: Reports - Descriptive
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Special Education Research (ED)
IES Funded: Yes