Inclusion in Middle School

Before your child’s transition to middle school, visit all the possible middle school sites and ask to see all levels of classrooms. Keep the following questions in mind when taking school tours and/or observing classrooms:

• Ask about the different “levels” offered for each class — such as honors and advanced programs, co-taught classes, special education classes (often called SAI, Foundations, Basic or Practical), and special day classes (sometimes referred to as “functional skills” classes) — and ask to see each one. What are the special education classrooms like, and how do they compare to mainstream classrooms? Ideally, you’ll want to tour during an actual class so you can see how the teacher interacts with the students and how the students interact with each other.
• What kind 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 child has auditory sensitivities, how are the acoustics?
• If your child’s IEP specifies that they receive therapy services or adapted physical education (APE) in a separate classroom, ask to see those areas as well.
• What is the school’s lunchtime routine? Will your child need an aide during lunch to help them navigate the cafeteria environment? What other adjustments may be necessary for transitioning them to their new lunch routine?
• Will your child 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 or a peer in between classes, even if it’s just temporary until your child gets acclimated.
• There’s no recess in middle school, so ask about opportunities for your child to socialize. Find out if the school has buddy clubs, friendship circles, or lunch clubs. You can request a list and encourage your child to attend and work on social goals during that time. If they have a special interest, you can work with the school to help them start their own club.
• Ask about any special equipment your child requires and how it will be supported in each of their classrooms. If your child 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.

Consider whether there are accommodations or assistive technology that can support inclusion and bridge the gap between the child’s ability and their inclusion in whole-class activities. For example:

• A student who is still an emerging reader can use universal technology (apps and extensions available to all students) to listen to readings.
• A student who struggles with writing assignments might use voice-to-text software to draft essays and responses, allowing them to focus on their ideas rather than handwriting or typing speed.
• A student who finds note-taking challenging could use a tablet or smart pen that records and transcribes lessons, ensuring they can review the material later without falling behind during class.
• A student who isn’t at grade level with math can be provided with accommodations such as manipulatives, a calculator, a times table, and other supports.

Other common accommodations that can support inclusion include a 1:1 aide, an inclusion facilitator, text-to-speech/speech-to-text tools and extensions, chapter summaries, shortened assignments, and pre-teaching vocabulary and concepts. See our list of example accommodations for more ideas.

Find ways to support their independence

Students in middle school are expected to increase their level of independence and travel around the school in their own direction. Students in middle school are expected to look after their own belongings, know their schedule, and travel to school and around school independently. While your child might not be ready for the same independence as other kids at the school, always keep it in mind that we need at this age to foster independence in any way we can. Here are a few ways to help support them as they explore their independence in a new school:

• Your child may need aide support to find their way around. The layout of a middle school can be much larger and more complex than what they're used to, so it’s important to give them time to adjust. Working with a trusted aide or older student to map out the building, practice different routes, and identify key locations like their locker, classrooms, and bathrooms can help them feel more secure. Your child may need aide support, so consider requesting that in the IEP.
• Since passing periods also make up much of the “social time” in middle school, it might work better to ask your school about using peer coaches to help your child navigate between classes, fostering leadership for other students.
• Executive functioning skills are being implicitly taught to all students in middle school, but some will need explicit instruction. It is a great idea to include an executive functioning goal in your child’s IEP to ensure that this is focused on.

Request academic support for ALL classes

In middle school, unlike elementary school, general education students transition between different classrooms and teachers for each subject. As parents, we want to make sure our children have the support they need across all subjects — not just in core areas like math and English. However, students with disabilities are often placed in separate special education classes for those subjects while receiving little to no support in science and social studies. This can create barriers to learning and participation in the full curriculum.

Some schools offer co-taught classrooms for certain subjects, where a general education and a special education teacher work together to support all students. But in schools where this isn’t the case, parents can advocate for more inclusive support. Special education teachers (education specialists) from one class can provide specially designed instruction in other subjects by collaborating with general education teachers during consult time. It's important to remember that while special education teachers design instruction to meet a student’s unique needs, they don’t always have to be present for it to be implemented. On the other hand, aides can provide valuable classroom support, but they are not trained or licensed to design specialized instruction.

Advocate for Universal Design for Learning (UDL)

Universal Design for Learning (UDL) is a framework for teachers to plan a lesson that contains multiple ways for new ideas or information to be represented to the children, based on their different capabilities. Teachers can also offer children multiple ways of expressing their learning. These multiple means are offered to all the children in the class rather than one student having a completely different curriculum. Here are some examples you might see:

• Flexible options for completing and turning in assignments. For example, students might be offered the choice to write an essay or make a presentation with a slideshow for their assignment.
• Allowing students to work in flexible groupings — independently, with a partner, or in small groups.
• Offering different ways for students to take notes. Some students might use graphic organizers, digital note-taking apps, or speech-to-text tools instead of traditional handwritten notes.
• Allowing alternative ways to participate in class discussions. Instead of only speaking aloud, students might contribute through online discussion boards, written reflections, or small-group conversations.

Within a UDL-designed classroom, there will also be students who need additional accommodations written in their IEP or 504, such as tools like a number line, or behavioral supports, like alternative seating. Some children will also need specially designed instruction, perhaps with alternative achievement standards. These should be designed by a special education teacher, although they can be implemented by the general education teacher, perhaps with the support of a paraprofessional. For example, a student with extensive support needs might use a slideshow template with key phrases already in place, filling in the blanks with word banks or picture choices. Instead of writing long explanations, they could select images that relate to the topic. Meanwhile, other students may be creating more detailed slideshows and essays. This way, everyone is working on the same project, just at a level that fits their abilities.

Ask for supports in math and reading

Many middle school math and reading classes already have students working at different levels, working on each target until they have mastered that skill. However, students with disabilities may need additional accommodations and strategies to fully participate and succeed. Here are some ways parents can support inclusion in these key subjects.

Math in middle school becomes increasingly abstract, which can make it challenging for students who benefit from concrete, visual learning. Here’s how you can help:

• Ask about visual supports. If your child still relies on visual aids like number lines, charts, or manipulatives, find out if these tools can be incorporated into their math class. For example, number lines can be adapted to help students grasp negative numbers.
• Advocate for calculator use when it makes sense. A calculator can be a great tool for students who struggle with basic calculations but can still engage in classwork, as well as for students who know how to do the math but need extra time for deeper problem-solving and understanding concepts. Just be sure it’s used as a support, not a substitute for learning foundational math skills.

For more information, see our full article Making Math Work for Kids with Disabilities.

When it comes to reading, many middle schools are not set up to provide foundational reading instruction, so it is important to ask how your child will be taught to read and what supports they’ll be receiving to be included in a general education classroom. Here’s what you can do:

• Request an AT assessment to consider how they can access general education reading materials and how they can demonstrate their learning without being able to write well.
• Advocate for accessible reading materials. If your child struggles with grade-level texts, ask if audiobooks, digital text readers, or modified reading assignments can be used so they can still participate in class discussions.
• If your child is struggling with foundational reading and decoding skills, consider adding an IEP goal and ask what kind of specialized instruction might be embedded.
• Explore if they might need goals in language comprehension, such as vocabulary and background knowledge to support their reading skills.

See some specific suggestions in our article Phonics and the Science of Reading Are for Students With Disabilities — Here’s How.

Be aware of the separate “learning skills” class

Many schools offer a learning skills class that offers academic support for other core classes. While this can be helpful, it’s important for parents to understand the potential trade-offs. If this is the only support available — without push-in services in general education classes — students may struggle to access the full curriculum alongside their peers.

Another key consideration is how scheduling this class impacts your child's overall experience. Taking a learning skills class often comes at the cost of an elective, which are often the most fun and engaging parts of middle school, including band, choir, robotics, foreign language, and student leadership programs like Associated Student Body (ASB). If a student is automatically placed in a learning skills class, they might lose the opportunity to explore their interests, build friendships, and develop skills in areas that matter to them. As a parent, you can:

• Ask how support is provided across all subjects. Is there co-teaching, push-in support, or consultation with general education teachers?
• Find out if the learning skills class is optional. Can your child receive support in another way without missing an elective?
• Advocate for balance. If your child needs the learning skills class but also wants an elective, talk to the school about flexible scheduling options. Some schools may find creative ways to fit both into a student’s schedule.

Ask for inclusive P.E. and gym class

PE class in school often involves huge groups and is often student-led. It can be noisy and overwhelming. You might consider asking the school to provide push-in services such as Adapted PE (APE) instead of pulling your child out during PE, so your child can benefit from the socialization that happens during gym class. Adapted PE (APE) can be pushed in or as consult with the general education teacher. APE doesn't have to focus on only gross motor skills; it can also be about understanding the rules of the games.

Most schools require kids to change for PE. Will that be an issue for your child? Often, adults and aides are not allowed into the changing rooms, but other accommodations can be made, such as using a nurse’s office or staff bathroom. Schools can be flexible when it comes to the rules about PE clothing. Decide what will be the least restrictive choice for your child and spell out the details clearly in the IEP. Here are some other tips:

• Learning to use the locker room can be an IEP goal. Support can be provided in the form of visuals, step-by-step instructions, and rewards. For students with trouble working locker dials, there are now even locks that use facial recognition!
• Sports where team members compete individually, rather than team sports (soccer, basketball and volleyball), may allow for greater inclusion, especially for students with visual impairments. Activities such as swimming, golf, martial arts, aerobics, and weight training allow the student to more easily make choices and modifications that feel right for them.
• Team sports such as basketball, soccer, volleyball, and football can and should still be available to students with visual impairments. Request that the teacher offer modified versions, such as auditory balls and goal posts and more flexible rules, help make it possible. A peer buddy system can provide additional support and help with socialization during PE.
• PE classes can be noisy, crowded, and fast-paced, which can be overwhelming for some students. You could ask the school to incorporate sensory breaks into the class or provide a designated quiet space where your child can take a short break if they feel overwhelmed. Check out our list of IEP accommodations here for more!

Facilitate social inclusion

Middle school is full of social drama (remember those days?!). Children change radically through adolescence and often change their friend groups and shared interests. Middle schools often don’t have recess, and much of the socialization occurs at lunch and during passing time. Here are some ways you can help your child to build relationships with peers:

• Some schools have a specified time for students to receive support or enhancement, including a peer mentoring program. This is an excellent way for your student to receive support and socialize with their peer group at the same time.
• Many families find that during middle school, the natural friendships that developed in elementary school dry up, and they have to find structured opportunities for their children to socialize outside of school and build relationships with peers, and some children will need explicit instruction in social skills. Some schools have friendship circles or buddy clubs that do this. There may be integrated sports programs such as the Special Olympics Unified Sports.
• Alternatively, many schools have sports programs that are competitive, but your child can still participate. Your child is entitled to have the supports they need to join, provided they try out for the team just like any other student.
• Your child may prefer to get involved in a regular lunch club instigated and run by other students (usually with a teacher present) based on shared interest. School leadership programs might also be great ways to foster social inclusion. In this clip, inclusion expert Dr. Mary Falvey talks about helping kids with shared interests build relationships:

Advocate for extracurricular rights

Every child has a right to equal access to school-sponsored activities such as clubs, arts programs, and dances. For example:

• If they make the team for a school sports team, or if they make the cast for a performing arts program, the school must provide the supports identified as necessary in the IEP. For example, if you have an aide for safety or behavior in class, your child will need an aide to participate in extracurricular activities.
• The same applies to social occasions such as school dances or after-school movie nights: if all kids are invited, the school must make reasonable accommodations to make the event accessible for your child.
• In the case of competitive programs such as athletics and some choir and theater productions, participation may be determined through a try-out process. However, a child with disabilities has a right to try out with reasonable accommodations as determined by their IEP team. For example, if a student who is deaf wants to join the track team, it is reasonable for the coach to wave a flag rather than blow a whistle to signal to the runners that the race is starting.
• If an after-school Robotics Club is run by your child’s science teacher, and many of the students in the class are members, with club activities sometimes being discussed during lessons, a parent might feel that their child needs to join in order to stay connected with the class. If the IEP team agrees, and the child needs a 1:1 aide to attend, then that accommodation can be written into the IEP.

Support their mental health

Adolescence and puberty are often accompanied by mental health issues. Students with disabilities often develop anxiety (particularly social anxiety), selective mutism, school refusal, or clinical depression that can render inclusion in a general education class overwhelming. This is also true for many students without IEPs.

Children with disabilities should have access to mental health care, but it can be incredibly difficult to find providers for children who are non-speaking or have communication challenges. Mental health care can be addressed through an IEP using Educationally Related Intensive Counseling Services (ERICS) — formerly called Educationally Related Mental Health Services, or ERMHS, which are provided by a licensed clinician. Families should also see providers through their private health insurance.

Stay involved with the school

Unlike elementary school, many middle schools foster a sense of independence in their students by relying on communication between teacher and students. There is far less expectation that the school will communicate with parents about community events, such as dress-up days. This is a very healthy push toward students taking responsibility for planning their own life. However, it doesn't work for many kids who cannot yet manage this level of independence. And it’s also a new experience for parents who are also navigating this new transition. 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 assembly.

Parent tips to stay involved:

• Ask the school for advance notice of community events so that you can plan how your child will be included.
• Try participating in PTA, PTO, or booster clubs to help you keep connected.
• If your child is educated in a separate classroom, the teacher may communicate regularly with parents to keep you connected. If your child is mostly in general education classes, you will likely have to check your child’s email, and also follow the school or student leadership on social media.
• Students are expected to self-advocate with their teachers. General education teachers often have over 200 students a day, so it is important to establish communication with each teacher at the beginning of 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. Check out our “All About Me” template for Undivided members, which provides a quick two-page overview you can send to teachers.

As your child transitions into middle school, inclusion in general education settings becomes even more crucial, and it’s important to advocate for their continued participation. While middle school can bring more independence and responsibility for students, it’s essential that the IEP team works together to ensure your child’s needs are met and that they remain fully included.

Stay put: just as in elementary 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 all along, 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: collaboration is key to inclusion. In secondary schools where students are included in several different academic classes, it helps to have agreed norms for your IEP team to collaborate. Teams need to plan their instruction to ensure that IEP goals are worked on within the context of 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 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.