In my last blog I talked about the transition to school for students with special education needs.  Equally important, but often not discussed, is the subject of students transitioning to high school or secondary school. The following is a summary of some key factors to consider when planning your student’s program at secondary school and some key tips to help manage the transition.

1.       High Schools are big places. This can be difficult for many students with special needs in trying to find classes and consistently be on time. I would recommend having your student practice getting to classes each semester and to other key locations throughout the school (i.e., cafeteria, bus arrival/departure, after-school activities/clubs, etc.).

2.       Secondary schools are different than elementary schools. In elementary, the principal is more accessible than in secondary school. Secondary school principals often defer many responsibilities to Department Heads.  In communicating with your student’s school I advise you to find out who the Department Heads are and schedule a meeting with them a few weeks after school begins.

3.       Individual Education Plans (IEPs) are not located in the classroom at secondary schools. They are usually in the Guidance Office or in the Special Education office. During the first few weeks of each semester you should have a meeting with your student’s teachers. The main point of meeting is to ensure they are aware of the accommodations and/or modifications for your student.

4.       Secondary schools are usually less inclusive than elementary schools.  This system makes it easy to stream students with special education needs into “K” level courses (these are non-credit) and do not count towards a diploma.  While these programs are suitable for some students, they can become “parking lots” for more competent students.  As a parent you need to understand the components of any program, and judge them on the basis of what is best for your student and not what is easiest for the school.

5.       Special education in secondary school does not only take place in “Special Classes”. Often students can be placed in special education classes because of insufficient lead time to schedule integration and inclusion. As a parent, you need to work with your elementary school staff at the beginning of Grade 8 to begin sharing information and negotiating a program with the secondary school your child will be attending.

6.       Secondary school is more than just courses. There is a whole world of student life that you need to help your student to connect to.  Have a plan to help connect your child to these aspects of school life. Exceptional students often lack the social skills or self-confidence to become involved in school activities.  Help them connect with peers that will help model and encourage connecting with other students.

7.       Lunch is important in secondary school. Many students with special needs eat in the special education room, or with an Education Assistant.  As part of planning with the school discuss how your child can be part of lunch, and make sure it is part of their IEP. There are examples of many schools using peers from their elementary school, or starting “Circle of Friends” programs to provide support.

8.       Tailor the pace of completing secondary school to your student.  In Ontario, students have until age 21 to be in secondary school.  Use this flexibility to your advantage to ensure they have the most successful experience.  This may include: taking credits at a slower pace; upgrading credits; taking co-operative credits to gain work experience, etc.

9.       Start thinking about your student’s transition from school as soon as they begin secondary school.  In Ontario, every exceptional pupil is entitled to a transition planning process from age 14 on, to develop a plan for your child’s transition from school to post-secondary education, work, or the community.  Ensure this is happening and make sure your school involves you and your student in yearly meetings to discuss the plan.

10.   Seek out an advocate for your student at school. As your student gets to know teachers, education assistants, guidance counsellors, etc., someone that understands them and their needs will likely emerge.  Once you have identified this person, develop a relationship by asking for advice.  Teach your child self-advocacy by helping them to learn to go to this person when they need help.

Secondary school is a different place than elementary school for all students and can be a particular challenge for students with special education needs. Planning this transition early is the key to a successful start to secondary school.

Crawford Dedman

Special Education Advocacy Consultant

www.challengingminds.com