Inclusion in High School

At the outset of your child’s transition to high school, which will start when your child is in eighth grade, ask about all the types of classes the high school has, and understand the differences.

Schools may offer a range of class options to meet different student needs. Some classrooms are designed for students with extensive support needs, often referred to as "moderate-severe" or life skills classes. Other separate classes may focus on diploma-track coursework. Some schools label these as “basic” or “foundations” classes, while college-preparatory courses are designated as “A-G” classes, which count toward admission to Cal State or UC colleges. Additionally, some schools provide co-taught classes, where a general education and special education teacher work together to support students. Beyond these, students may have access to advanced coursework, including Honors and Advanced Placement (AP) classes.

Your child’s IEP can mix and match classes with greater support built in and allow for access to inclusive settings where it best fits the student. For example:

Separate classes:

• Moderate to Severe Special Day Class (SDC), ESN, or Life Skills classes: these programs lead to a certificate of completion. Some students may also qualify for an alternative pathway to a diploma.
• SAI/SDC Mild/Moderate, Foundations, Practical, or Basic classes: these courses follow a diploma-track curriculum, providing the necessary credits for graduation.

General education classes (all count toward a diploma):

• A-G classes: college-preparatory courses that meet CSU/UC admission requirements.
• Non-A-G electives & vocational classes: courses that count toward graduation but are not part of the A-G college prep sequence.
• Honors classes: more challenging courses that offer an additional weighted GPA.
• Advanced Placement (AP) classes: college-level courses that may fulfill prerequisites for some colleges and provide an additional weighted GPA.

As part of the transition into high school, you need to discuss your student’s pathway to a diploma. You also should start a discussion of your child’s transition to adulthood, such as plans for college or work.

When touring potential high schools, the following considerations can help you determine the level of accessibility and inclusion on campus — as well as red flags to watch out for:

• Ask about the different “levels” offered for each class — such as honors and advanced programs, co-taught classes, special education classrooms — and ask to see each one. What are the special education classrooms like, and how do they compare to mainstream classrooms?
• Ask about scheduling — do students take six or seven classes a day or is there a block schedule, and how does it work? Is there any tutorial or “What I Need" (WIN) time built in which might be a good time for related services?
• Do students of all abilities eat together in the cafeteria or common areas? Are peer mentorship or Best Buddies programs available to promote friendships?
• If your teen has thrived in general education classes but an administrator suggests you consider self-contained day classes for high school, this is the time to advocate for inclusion (if this school is going to be the right fit).
• What kinds of technology and other equipment does the school use? Is it the same in all classrooms? (Some schools have inferior tech in SpEd classrooms, or none at all.) If your teen has auditory sensitivities, how are the acoustics?
• If your teen’s IEP specifies that they receive therapy services or adapted physical education (APE) in a separate classroom, ask to see those areas as well.
• Will your teen be able to find their classrooms and navigate class transitions independently? If you’re concerned about this, ask if the school can provide an aide in between classes, even if it’s just temporary until your teen gets acclimated.
• Ask about any special equipment your teen requires and how it will be supported in each of their classrooms. If your teen uses a cell phone to communicate with you or to take photos of class materials, ask about the school’s policy on phones and whether students can have them in class.
• Ask what kinds of clubs, art and drama classes, sports, and other extracurriculars the school offers and how they would include your child. This is especially important when it comes to after-school social events.

Red flag to watch out for: if you express a desire for your teen related to accessibility, inclusion, or their interests, and an administrator responds that “it’s not possible,” without exploring any potential solutions, that’s a huge red flag. If you’re not seeing other students with disabilities comfortably navigating the campus, you may also need to have some conversations with the school about accessibility.

Whatever kind of classes your child attends, students in high school should be included and have access to the general education curriculum. That means they should follow a prescribed set of courses determined by the state and the local board of education. For example, when the state determines that all high school students must learn about health (including sex ed), civics, and financial literacy, all means all. Students with developmental disabilities are often exploited as adults and need to learn about the facts of the world to protect them.

The Every Student Succeeds Act (ESSA) from 2015 obligated schools nationwide to ensure that all students have an opportunity to earn a high school diploma. This includes the 1% of students taking the California Alternate Assessment who need alternate (modified) achievement standards aligned with the Common Core State Standards. However, navigating diploma options can be complex. Here’s what parents need to know:

• The alternative diploma pathway: a new option in California allows the 1% of students with the most significant cognitive disabilities (those who take the California Alternate Assessment) to earn a diploma using modified achievement standards. If you think your child may qualify, ask your IEP team for guidance and check out this CDE worksheet to determine eligibility. The pathway was designed to give students wth extensive support needs access to general education classes.
• The certificate of completion: if your child does not meet diploma requirements, they may receive a certificate of completion. While not a recognized qualification for college or career pathways, students who earn a certificate can still participate in graduation ceremonies with their peers.
• If your child does not qualify for the alternative pathway, they should still be offered the opportunity to earn a diploma. Schools must provide accommodations and supports to help students meet credit requirements and demonstrate learning in ways that work for them. The state has set up a website that provides examples for teachers that show how students with challenges can use alternative means of representation to learn material and alternative means of expression to complete assignments and demonstrate their learning.

Things to be aware of:

• While the alternative pathway to a diploma was established to provide access to general education classrooms, in practice, many schools are using the program to insist that students participate in separate classrooms with an aligned modified curriculum, such as Unique Learning Systems, rather than in general education classes where their assignments could be individually modified versions of the general education curriculum.
• Many teachers assume A-G college-prep classes (required for CSU/UC admission) cannot be modified for students with disabilities. However, these courses follow state standards, which means assignments can be adapted so long as the modified assignments align with those same standards — it should not jeopardize the rigor of the class as a whole. If your child’s school says otherwise, push for clarification.
• In many cases, a passing grade (D or higher) is all that’s required to earn credit toward a diploma. Some schools may allow students to pass with a modified grading scale. Ask your IEP team about grading options.
• High school is about more than just academics. In high school, our kids can blend different classes where they might need more or less support. Even if your child spends most of their academic time in separate classes, they should have an opportunity to enjoy their high school community and participate in extracurricular activities like sports or performing arts.

Many parents worry that the gap is too big. However, studies on inclusion have shown that high school students can benefit from learning alongside their peers and from exposure to challenging information such as sex ed and US history. It is often helpful to remind our IEP teams that our children will soon be adults — voters, consumers, employees, and even business owners. It also helps our kids to foster meaningful relationships with non-disabled peers, remembering that friendship requires both proximity and shared interests. Here are some tips for advocating for inclusion math, reading, and other high school classes:

• Accessible algebra is possible: whether your child is on the traditional diploma track or the alternative pathway for students with significant cognitive disabilities, you’ve probably been told that Algebra I is a requirement for graduation. There are some challenges in the requirements for a diploma. Even students on the alternative pathway must pass Algebra 1 or get a waiver. You can work with teachers and the IEP team to ensure algebra is meaningful and accessible for your child. Read our article here in which we explore what accessible algebra can look like, and what students might need to do to pass Algebra.
• Explore writing math goals in a way that supports the teacher making math inclusive and accessible.
• Look into structured literacy programs. If your child needs systematic reading instruction, request research-based interventions, such as Orton-Gillingham (OG), or another evidence-based approach. Many high schools do not have reading specialists but your IEP team can provide outside tutoring.
• Make sure the accommodations and modifications are age-appropriate for your child, and don’t exclude them from their peers. A lot of kids shut down when given work that they see as too easy or “babyish,” especially if the other children can see. This can happen if the modification is for a lower grade level and uses preschool cartoon characters; some older children are going to be put off by this and not engage. Some modifications are also not visually appealing or accessible to students if, for example, the fonts on a worksheet are too small, frilly, or overly crowded.

For students with disabilities, these classes should be just as accessible as their academic ones. Your child should have the same access to electives as any student, unless there are prerequisites to pass first. Here are some parent tips to ensure your child’s inclusion in elective classes:

• You may want to ask whether — as is commonly the case — using the resource room for intervention and tutoring is considered an elective, and if spending time there will cause your teen to miss out on fun activities like band and art. How will you handle this? If you choose the resource room, think about how your teen can benefit from creative learning outside of school. If you opt for the fun electives, can you schedule a tutor to work with them after school?
• Just like core academic subjects, elective classes should include the necessary accommodations for your child’s success. If your child uses a 1:1 aide, extra time for assignments, or other supports in core classes, make sure these supports are also provided in elective courses.
• If admission to an elective is competitive, such as for photography or robotics, your child should be allowed to compete on equal terms with peers. The school is not required to lower the academic standards, but it must provide accommodations to ensure your child has the same opportunity to succeed. For example, if the class requires an audition or a portfolio submission (like in theatre or art classes), your child should be given extra time to prepare or alternative ways to showcase their talents.
• Many electives involve group work, which can be an excellent opportunity for socialization and building teamwork skills. Ensure your child is placed in supportive groups where they can work collaboratively with peers. If necessary, a peer mentor or buddy system can help your child integrate into the group activities and feel more included.
• In electives that involve hands-on activities, like cooking or art, it’s important to adapt tasks where needed. For example, if your child struggles with fine motor skills, they could be given tools or equipment that support their participation (e.g., adaptive kitchen tools for cooking, larger brushes or modified instruments for art or music). The OT can push-in to identify appropriate needs.
• Update your child’s IEP as necessary to ensure that accommodations are being implemented in elective classes. If any additional supports are needed, such as specialized tools, equipment, or assistance, request that they be included in the plan.

Many parents don’t know that students can have the same supports in their IEP in order to participate in extracurricular activities — and, sadly, most high schools do not offer them. If the school has a theater arts program, sports team, or lunch club available to all students, then students who need an aide for safety, redirection, or behavior should be offered an aide to participate in these activities, even outside of school hours. If your teen has qualified for a 1:1 aide or other medical and support staff, you have the right to ask for them to be present. Here’s what you need to know and how you can advocate for your child’s inclusion:

• Sports teams: if your child is interested in sports like basketball or swimming, but needs additional assistance, ask the school to provide a 1:1 aide or support staff during practices and games. This will ensure that your child can fully participate and be safe while engaging with their peers in a team environment. Many students with extensive support needs enjoy being part of the team as manager or water carrier. Head to inclusion in middle school for more information on inclusive PE and sports.
• Lockers: if using a locker presents a fine motor challenge, you can request a key-style lock instead of a combination lock, and ask that the office hold a copy of the key; your teen can keep a copy in a place they won’t lose it, such as on a pocket keychain, backpack, or a lanyard around their neck. You can also ask that using a lock be added as an occupational therapy goal in their IEP. Another option might be to avoid lockers altogether and use a rolling backpack for books and supplies. Don’t forget about separate lockers for PE.
• School clubs and arts: whether it’s a drama club, band, choir, or robotics club, the school should offer the same level of support as they would in the classroom. This might include providing extra assistance during rehearsals or performances or modifying assignments to fit your child’s needs. For example, visual aids (such as cue cards or a teleprompter-style screen) can be provided to help them remember their lines during performances. Or in band or choir, if your child has difficulty keeping up with music sheets or remembering the notes, assistive devices like sheet music apps or visual aids showing note progressions can help.
• Social activities: football and basketball games, dances, and rallies are all part of the school community. Most teens do not want their parents there with them, so they likely need help to enjoy these community events independently, such as an aide. For example, for students attending a school dance, an aide can provide support in areas such as navigating the dance floor, managing sensory overload from loud music and flashing lights, and facilitating social interactions by helping your child join peers in conversations or activities.

Check out our full article on extracurricular activities about how to make sure the school supports and includes your child.

Even better than providing an aide for extracurricular events, some schools have a structured peer mentoring program that fosters relationships between students so that the peer mentors can engage students with extensive support needs in school activities. Unified Sports from Special Olympics is an example of a peer mentoring program, although it is limited to PE.

Peer mentors can help students develop meaningful friendships and connections. Teachers need to proactively encourage structured interactions with other students, such as having a classroom job, a specific role in group work, or a buddy pair. Ask your school if there are other peer mentoring programs or initiatives available for after-school activities, clubs, or even during lunch breaks.

Many students with IEPs will still need related services provided 1:1 in a quiet setting. Many students with IEPs benefit from 1:1 related services, such as speech therapy, occupational therapy, or counseling. However, being pulled out of class for these services means missing out on valuable instructional time, especially in high school where every lesson counts. Parents often feel torn between the need for services that are difficult to provide in a general education classroom and their dreams for inclusion. Here’s what parents should be aware of when it comes to pull-out services:

• PE is often utilized as pull-out time, but that might be one of the most social classes and allow for the student to take a leadership role, so it may not be ideal.
• Many schools offer dedicated tutorial or "What I Need" (WIN) time as part of the school schedule. These periods are specifically designed to provide extra support to students. If your child needs pull-out services, WIN time can be an ideal opportunity to receive those services without missing out on core classes. Be sure to ask the school if WIN time or other specialized support times can be utilized for services.
• It’s a myth that intervention can’t happen in a general education classroom. Services can be embedded into a universally designed lesson, such as an intensive structured literacy program. Push-in services (where a specialist joins the general education class to provide support) allow students to receive the services they need without missing out on valuable academic content.
• As your IEP team if it’s possible for the service to be provided in the general education setting as push-in. And if it has to be a pullout, is it possible for the service to be provided outside the regular school day to minimize disruption to general education time?

For many children, having a 1:1 paraeducator in place is the only way that inclusion will work. But when your adult child leaves high school, they will likely have limited access to 1:1 support. While many students need paraprofessionals to navigate high school, it is important to talk to your IEP team about gradually building independence, as well as encouraging training for the aide to ensure that their interventions are age-appropriate. Here are a few tips to help your child become more independent:

• Gradually reduce 1:1 support: ask the IEP team to create a fade plan where the aide support will gradually decrease to foster your child’s independence. You might include an IEP goal for the student to transition between classes using a map with the aide following behind, or consider not having 1:1 support in certain classrooms.
• Overusing 1:1 paraeducators can have negative effects on students, including interfering with a child’s ability to form peer relationships, as the presence of an adult aide can create physical or symbolic barriers between the student and their peers and make students feel infantilized or embarrassed about always having an adult with them. Inclusion may not be possible without additional adult support, but inclusion is not going to be meaningful with a hovering adult at all times.
• Have a yearly IEP review to check in about whether having an aide is still necessary, or what changes can be made.
• Add other supports to the IEP to increase independence, such as assistive technology, use of existing school-wide supports (such as learning labs), discouraging a paraeducator from placing a chair next to the student unless absolutely necessary, co-teaching in the classroom, positive behavior supports, and peer supports.

In high school, students are expected to take on more responsibility for their own communication, and this often means that parents have less direct information about events like dress-up days, assemblies, or social gatherings. While this fosters independence, it can also leave parents feeling disconnected, especially if their child struggles to manage this level of responsibility. For students who require more support in organizing or remembering these events, it can be a challenge. Here’s how you can stay more involved and in communication with the school:

• Ask for advance notice of community events, so you can plan how your child will participate. Agree on protocols for communication about events at school that your child may want to participate in, as well as homework expectations.
• Many parents feel isolated from the school community because their child can’t communicate school news, like when the dances happen or the funny thing that happened in the rally. Join PTA, PTO, or booster clubs to stay connected and informed about school activities.
• If your child is in a separate classroom, you can expect regular communication with the teacher. For students in general education classes, check your child’s email and follow school or student leadership social media pages for updates.
• Help your child self-advocate by setting up communication with each of their teachers early in the school year. You can email a very brief summary of your student’s strengths and challenges, accommodations, and relevant IEP goals, with a note that you are there to help if needed. This creates an open line of communication and ensures teachers are aware of how to best support your child. Check out our “All About Me” template for Undivided members, which provides a quick two-page overview you can send to teachers.
• Assignments and grades in general education classrooms are often posted on apps like PowerSchool, Google Classroom, and Schoology. It can be very hard work keeping up with homework assignments if your child is not able to navigate these systems independently. Make sure your IEP team has a well-documented agreement on communication expectations, when your child will do homework, and how it will be turned in.

As your child transitions to high school, maintaining their inclusion in general education settings becomes more complex, but it’s still possible and important to advocate for their participation. Your child may be enrolled in multiple classes with different teachers, and it’s essential that the IEP team works collaboratively to ensure your child’s goals are being met and supported across the board.

Stay put:just as in elementary and middle school, you may have members of your IEP team who advocate for separate classes, and this might even involve changing schools. If your child has been included through middle school and elementary school, remember that you have the option of “stay put,” which means the school cannot remove your child from general education for more than the minutes specified in your IEP without your consent, unless they file for due process and win.

Collaboration: in high school, where students are often enrolled in multiple academic classes, collaboration between the IEP team and teachers is essential for successful inclusion. It's important for your IEP team to establish clear communication and agreed-upon norms for working together across all classes. This ensures that IEP goals are not only addressed but are seamlessly integrated into the general education curriculum. It helps for teams to have a planning tool, like this one from the TIES Center, that enables them to exchange ideas and examples of alternative means of engagement, representation, and expression that have worked for the student in their class.

Inclusion not working? If it seems like inclusion isn't working, remember to ask your IEP team: what can we add in the way of support? See our full article What to Do When "Inclusion" Isn’t Working for ideas and tips about addressing specific challenges in implementing inclusive practices. And sometimes we just have to ask pointed questions about why they think it's okay to exclude our kid when they would not exclude on other bases of difference.

Recent California legislation encourages schools to start planning for student transition out of school upon entering high school; although it is not required until age 16, IEP teams must provide reasons for waiting.

From an inclusive education perspective, transition planning may divert student time into school-to-career classes that are limited to students with disabilities. However, remember that if the class involves paid employment in a regular local business, that business is also an inclusive environment. Experts on employment for individuals with developmental disabilities tell us that opportunities for paid employment during high school can be pivotal in finding Competitive Integrated Employment (CIE) (employment in workplaces that employ people without disabilities in the same job and for the same pay) later in life, so it may be a tradeoff worth taking.

Secondly, remember that meaningful inclusion is also student-centered. Transition planning should always include the student and find ways to ensure that their hopes, desires, and dreams are being considered. Your child’s IEP will include an Individualized Transition Plan (ITP) that sets out postsecondary goals and ties them to measurable annual goals in the IEP. In addition to employment and training, the ITP can also set out goals for a student to explore college opportunities.

Students who earn a high school diploma using the alternative pathway or who leave high school without a diploma after twelfth grade are eligible for IDEA until the age of 22, and they may not be eligible for some adult supports from the Regional Center until high school is completed. Students who earn a high school diploma using a traditional pathway will exit out of IDEA upon graduation and receive a summary of current performance. All students with an IEP should include other agencies such as Regional Center and DOR in their transition planning.

For more information, see our full article about planning for the transition to adulthood.