Why Earlier Is Better: A Literature Review on Middle School Transition of Students With Disabilities

• In Event: AERA Roundtable Session Wednesday 2:30 pm Four Seasons Ballroom 4
  In Roundtable Session: Navigating Educational Reforms: Intended and Unintended Consequences of Policy (Table 5)

Abstract

This article aims to review studies regarding the transition from elementary to middle school and document the challenges of students with disabilities through a developmental lens. This study examined existing literature on challenges experienced by students with disabilities associated with the transition to middle school and how the studies relate the discussion to the IDEA policy. Seven studies that met the inclusion criteria suggested that students with disabilities experienced greater challenges associated with the transition such as social and academic adjustments, feelings of belongingness, academic declines, reduced support, and peer victimization. None of the included studies examined the middle school transition concerning IDEA, suggesting that the middle school transition vis-à-vis IDEA policy was understudied. Theoretical and practical implications were discussed.

Author

• Ikfina Maufuriyah, Indiana University