Navigating special education from middle to high school can be daunting for parents and their learners. Your role as a parent is crucial in managing these transitions, potential service removals, and adjusting to an environment where students are expected to advocate for themselves. Let’s discuss how you can effectively support your child in special education during these critical school years.
Middle School and High School Bring Changes
Middle and high school bring about significant changes for our disabled learners. Understanding these changes is key to preparing and supporting your child through this transition.
- More transitions
- The expectation of more independence and, therefore, more self-advocacy
- Increased decision making
- Increased choices
- More unstructured time
- Less downtime
- Increased Academic expectations
- Peer pressure
- Bullying
In middle and high school, disabled learners face higher expectations and the harmful belief that “they’re older now, so they don’t need support.” This ableist view wrongly suggests they are less disabled. Increased academic demands, such as more homework, testing, and intense grading, call for more, not less, support.
Lastly, new social dynamics in middle and high school challenge many of our disabled learners. Peer pressure, hormones, bullying, and the recognition of being in special education can lead to stigma. During this time, learners may refuse accommodations due to shame or failure to recognize inappropriate influences, leading to behavioral issues like referrals or suspensions. This is especially common for our Autistic learners. How do you address these issues? How do you advocate?
Unique to High Schoolers – Post Secondary, Transition Services, & Transition Plan
Now, let’s discuss a unique transition plan for our high schoolers. Per the Individuals with Disabilities Act (IDEA), students in special education must have a transition plan in their Individualized Education Program (IEP) by the time they turn 16. (Check your state’s timelines; some states require them earlier, such as Georgia, which requires it at age 14). A transition plan focuses on postsecondary goals and transition services and activities, such as job training, college preparation, and independent living skills. It identifies what your learner wants to accomplish after high school and how they will prepare for it. (Page 9 of Partners in PROMISE Special Education & EFMP Binder provides a checklist for Post Secondary & Transition Services).
Tips
- Transition Meeting—In 5th and 8th grade, request that a middle or high school representative attend an end-of-the-year IEP meeting to speak on the curriculum, transitions, and special education services and what those services will look like.
- Age and grade do not determine support. If someone suggests removing services from the learner’s IEP, ensure that testing and data guide the decision, not age and ableism.
- Increasing demands could be taxing on the learner. Pay attention to how your learner is adjusting to their new school, grades, and classes, and ask them what support they may need and if they are receiving it.
- Transitions could be a struggle. If your learner has previously struggled with transitions, this will involve an increase in transitions, so inquire about how the school will address that and what extra accommodations your learner may need to navigate those transitions.
- Self-Advocacy—As disabled learners age, there’s often an expectation that they must request their accommodations. While it’s important for them to know their accommodations, the law does not require them to ask for them. Teachers, however, are legally required to provide these accommodations.
- Review the IEP with your learner, ensuring that your learner knows what’s in it. This will allow for self-advocacy and help your learner identify whether they receive the services they are legally entitled to.
Special Education can be challenging as our disabled learners age, and parents are expected to be more hands-off. However, it’s important to remember that you are not alone on this journey. A support network is available to you and your child as you navigate these transitions.
About the Author – Destiny Huff
Destiny is the proud wife of an Army Armor Officer and the former military brat of a Retired CSM who served 27 years in the U.S. Army. She is a Licensed Professional Counselor, Certified Trauma-Focused Cognitive Behavior Therapist, and Certified Supervisor who has worked with military service members and their families as a mental health professional.
Destiny received a Bachelor of Science in Psychology from Georgia Southern University and a Master of Science in Clinical-Counseling Psychology from Valdosta State University. She is currently a Doctoral Candidate in the General Psychology Program at Walden University, where her research focus is on using bibliotherapy as a clinical strategy to address the unique challenges that military children face.
In 2022, Destiny received a crash course in special education and IEPs when her oldest son was diagnosed with Autism. After advocating early on for her youngest son, who has a Speech Delay, she learned the importance of having to advocate in the school setting. Destiny became a Special Education Parent Advocate and Master IEP Coach to help other families advocate for their children and prevent them from going through what her family went through.
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