Transition In Middle School

Transitioning from elementary school to middle school can be one of the most daunting transitions for youth, their parents, and teachers. The changes that coincide with this stage in a child’s life is marked by physical, mental, and emotional changes (Gilewski & Nunn 2016; Cauley & Jovanovich 2006; Carter, Clark, Cushing, & Kennedy 2005; AMLE 2002). In 1963, middle schools were introduced to address the complex needs of students that were experiencing the changes that students face during this crucial time of development. Since their introduction, middle schools have been geared toward the needs of the students and preparing them for the next transition by allowing them to develop their critical thinking skills and advance to the next stage
of adolescence (Schaefer, Malu, & Yoon 2016). During the middle school ages, students begin to be more independent, develop a sense of self, and rely on trial and error to learn. They are expected to take on more responsibility for their choices and actions, while still relying on certain protection from parents and teachers (Gilewski & Nunn 2016). Dealing with so many changes at once proves to be challenging at best for children without disabilities; therefore, it is clear that it’s even more difficult for students that have learning disabilities. Students with disabilities already face various hurdles, some often times rely on stability and routines, and some are reluctant to accept the modifications made in their lives because it is unfamiliar. (Carter, Clark, Cushing, & Kennedy 2005). Although all students require preparation and acclimation to the changes ahead, student with disabilities need individualized preparation according to their individual needs (AMLE 2002). The purpose of this paper is to highlight the changes that occur as students move from elementary school to middle school and to discuss the general purposed framework for facilitating a smooth transition for students with disabilities.
The rite of passage from elementary school to middle school is characterized by adjustments in their academic life, social lives, and physical bodies (Gilewski and Nunn 2016; Cauley & Jovanovich 2006; Carter, Clark, Cushing, & Kennedy 2005).
Each school is different, but there are some attributes of change that are common in most school systems. Usually the most obvious transition is going from one building to another. This new building is usually larger because different elementary schools are feeder schools to the middle school meaning it is larger and includes more students. This may be problematic for students with certain disabilities due to crowding, noise level, or mobility issues. Also, middle school becomes less personal. During the elementary school year, the students become more accustom to one or two teachers and familiar group of students. The classrooms are more structured, and the students are escorted by the teacher to various activities (Gilewski & Nunn 2016). However, in middle school they take classes from several different teachers, with several different students, and they are expected to get their materials and get themselves to classes on time. The academic content in middle school varies from that of the elementary school. The classes become more demanding and they cover more content. The student is more responsible for organizing and prioritizing. Scheduling can be as simple or complex as a school tends to make it. Without the assistance of an aide,
it may be too hard for a student with disabilities to keep up with on their own. The social climate changes because students in elementary are more willing to help students with disabilities, but by the time they are in middle school, they are more preoccupied trying to develop new friendships and excel socially (AMLE 2002). This may set students that struggle with social interactions back as their social interactions with their peers may be more limited. (Carter, Clark, Cushing, & Kennedy 2005).
In order for students with disabilities to transition from elementary to middle school successfully, Carter, Clark, Cushing, and Kennedy encourage educators to do the following: start planning early, collaborate across schools, prepare students early, encourage and support family involvement, encourage ongoing communication between teachers and parents/guardians, address organizational issues, develop peer support, support school involvement, and foster independence.
Many other transitional plans that are suggested for children with and without disabilities suggest many of the same concepts (Gilewski & Nunn 2016, Cauley & Jovanovich 2006, AMLE 2002). The overall goal is to make this transition as effortless as possible so that the student remains motivated about school and progresses forward to the next transition and to the next because life is full of
transitions.