Prepararse para la escuela intermedia

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Middle school is another milestone, just like preschool and kindergarten. It is an exciting (and emotional) time for you and your child. With the right plan and support, your child who is blind or has low vision can start strong. Here’s a step-by-step guide to help you and your educational team prepare. 

IEP Re-Evaluation 

Before elementary ends, request an IEP re-evaluation to ensure supports match your child’s current vision needs. Evaluations may include: 

• Functional Vision Assessment 

• Learning Media Assessment 

• Orientation & Mobility Assessment 

• Expanded Core Curriculum (ECC) Skill Review (e.g., social interaction, self-determination) 

• Therapy Updates (PT, OT, speech) 

Tip: If your child’s vision or abilities have changed recently, consider requesting a new assistive technology trial to explore tools such as screen readers or tactile tablets. 

Transition IEP Meeting 

Your child’s team: parents, elementary and middle school teachers, administrators, TVI, O&M specialist, and therapists will work together to: 

• Review the current IEP and progress 

• Set middle-school-specific goals (locker use, multi-class schedules) 

• Outline services and accommodations (e.g., digital organizers, peer-buddy system for in-class work, and O&M to navigate the building) 

• Plan social supports and sensory breaks 

Anticipating Middle School Challenges 

• Complex Building Layout: 
  Middle schools have multiple floors and wings. Schedule a tour and a session with your O&M instructor, set up opportunities to navigate your child’s class schedule, and work with your O&M provider to have a tactile map to practice at home.   

• Switching Classes: 
  With multiple subjects and many teachers, hallway traffic can be overwhelming. Consider strategies to support your child in navigating the building independently and efficiently within the allotted time.  

• Heavier Academics: 
  New subjects come with more homework. Teach your child to use accessible note-taking apps and set up a homework station with tactile labels and task lists to help them stay organized. Work with your child to determine the best time for them to complete their homework. Some may need time after school to decompress before starting homework.  

• Social Dynamics: 
  Larger peer groups mean more nonverbal cues to miss. Include ECC social skills goals for interpreting tone and body language. Role-play lunchroom scenarios and use social-story scripts. 

• Cell Phones & Social Media: 
  Decide together if a phone is right, then choose one with accessibility features. Discuss safe social media habits and set up privacy controls. 

• Emotional Support: 
  Transitions can trigger anxiety. Arrange regular check-ins with the school counselor, and consider a peer support group for students with visual impairments. 

Fostering Independence & Resources 

• Orientation & Mobility Training: 
  Continue O&M lessons on cane techniques, landmark use, and campus mapping. Many schools have orientation and a time to walk the building before the first day. 

• Assistive Technology: 
  Update or introduce tools such as screen readers, magnifiers, braille displays, and voice-to-text software. Ask for AT training sessions for teachers and staff. 

• Self-Advocacy & Communication: 
  Practice asking teachers for help and sharing needs. Encourage your child to learn about the accommodations they can access and to communicate this information to their teachers. 

• Educational Resources: 
  Explore expanded libraries, science labs, and computer centers. Arrange orientation sessions in each specialized space. 

• Peer & Extracurricular Engagement: 
  Partner with the IEP team to adapt clubs, sports, and arts programs. Invite an older mentor who is blind or low vision to model participation. 

Preparing for Your Transition to College/ Career Meeting 

Be sure to take the time to prepare so you can ask the questions needed and share new information about your child. Being prepared often helps calm nerves and emotions. Things to consider bringing to the meeting:  

• Current Individualized Education Plan (IEP): The current IEP will be a starting point for developing the new IEP. 

• Educational assessments and reports: Bring any recent educational assessment or report provided by your TVI, a low vision evaluation, or any other educational report you would like to share. Reports may include recently administered district or state tests.  

• Medical information: Provide any new medical diagnosis, change in medication, letters or reports from eye care specialists or ophthalmologists, information on any surgeries, or any change in their medical information.   

• Orientation and mobility (O&M) reports: Bring any reports or notes from recent sessions if your child has received orientation and mobility instruction. Bring any concerns with the school layout or community lessons to discuss. Ask questions about how staff and teachers will be educated about your child’s cane or mobility device and how to support their needs appropriately.    

• Assistive technology reports: If your child is using assistive technology devices, bring in any report from an assistive technology assessment, TVI reports, or notes/concerns you observe with your child using their assistive technology at home.    

• Samples of accommodations and modifications: If specific classroom accommodations or modifications have worked well for your child, provide examples and/or samples.   

• Parent input: Prepare your thoughts or observations about your child’s strengths and concerns. Consider social settings, technology, self-advocacy, access to education, hobbies, interests, and any patterns you observe in behavior/emotions. Your child is likely most comfortable at home, and you may see behaviors at home or in the community that the school does not observe.   

• Questions and concerns from your child: List your child’s questions or concerns regarding this change. Address their questions and concerns at the meeting.   

The Middle School Environment:    

• What is the layout of the middle school, and how will my child navigate between classrooms and other areas?   

• Due to their vision, are there any specific challenges my child might face in the school building? If the TVI or O&M determines challenges, how will these be addressed?   

• How are lockers assigned, and is there a plan to ensure my child can use their locker independently? Are there other locker options if they cannot use traditional combination locks?   

Support Services and Staff:   

• What specialized support services are available for students who are blind or low vision in middle school?   

• Who will be the primary point of contact for my child’s educational needs and progress?   

• Are there teachers or staff members with experience working with students who are blind or low vision?   

Curriculum and Accommodations:    

• How will the middle school accommodate my child in different subjects?   

• What assistive technology or adaptive materials will be available to support my child’s learning?   

• How will my child safely transport the materials and technology from one class to another?   

• How will the school ensure all educational materials are meaningful to my child?   

Orientation and Mobility Instruction:   

• Will there be orientation and mobility training for my child to learn how to navigate the new school environment safely and independently before the school year starts?   

• Should the orientation and mobility instructor address potential obstacles or challenges in the school building? If so, how?  

Social and Extracurricular Activities:    

• How will the school encourage positive peer interactions for my child?   

• Are there extracurricular activities or clubs that my child can join?   

• What steps can we take to ensure my child can participate in sports and physical education classes?   

• Are there ways to collaborate or connect with other athletes who are blind to support my child in adapting to sports?   

Transportation:   

• How will my child commute to and from school? What supports can be considered for getting from the bus/car to the door if needed?   

• What provisions are in place to ensure the safety and accessibility of transportation for my child?   

Frequently Asked Questions