Table 2.
ASD (n = 40) | ADHD (n = 40) | |||
---|---|---|---|---|
n | % | n | % | |
Schoola | ||||
Primary (elementary) | ||||
Special | 2 | 5.0 | 2 | 5.0 |
Regular | 28 | 70.0 | 26 | 65.0 |
Secondary | ||||
Special | 1 | 2.5 | 4 | 10.0 |
Low level | 1 | 2.5 | 1 | 2.5 |
Moderate level | 3 | 7.5 | 3 | 7.5 |
High level | 3 | 7.5 | 3 | 7.5 |
Vocational | ||||
Low level | 1 | 2.5 | 1 | 2.5 |
Moderate level | 0 | 0.0 | 0 | 0.0 |
High level | 1 | 2.5 | 0 | 0.0 |
Cognitive functioning (IQ) | ||||
50–69 | 2 | 5.0 | 0 | 0.0 |
70–79 | 4 | 10.0 | 3 | 7.5 |
80–89 | 0 | 0.0 | 5 | 12.5 |
90–110 | 16 | 40.0 | 11 | 27.5 |
111–120 | 9 | 22.5 | 11 | 27.5 |
121–130 | 3 | 7.5 | 0 | 0.0 |
>130 | 3 | 7.5 | 0 | 0.0 |
IQ data not available | 3 | 7.5 | 10 | 25.0 |
aSchools in the Netherlands are divided in primary, secondary and vocational schools. Secondary and vocational schools are split into three education levels: low, moderate and high. Special education is viewed as a separate category; however, all levels (low-moderate-high) may be present. After graduation, transfers are possible (1) from a lower to a higher level within secondary or vocational schools and (2) from a secondary to a vocational school with the same level