Educational support for children with learning difficulties: transition from primary to secundary education

Children with learning difficulties or disorders in reading, spelling and/or math often receive reasonable accommodations in primary school, such as text-to-speech software or calculators. However, these accommodations are not always consistently continued in secondary education. Both schools and parents report substantial variation in how the transition of support is handled: some secondary schools build on the existing support plan, while others start from scratch and request renewed diagnostics or justification. There is also uncertainty regarding the scope of these accommodations: should they apply to all subjects? How are subject teachers informed and involved in the decision-making process? This lack of uniformity can result in inequality between pupils and increased stress for parents, pupils, and teachers.

This practice-oriented research project aims to map how reasonable accommodations are transferred from primary to secondary education. Specifically, we will examine current practices, identify key challenges experienced by schools, and highlight good practices that can serve as inspiration. Based on these findings, we will formulate recommendations to strengthen continuity of support, taking into account teacher workload and a school’s pedagogical project.

The results of this study are expected to improve coordination between educational levels and create greater transparency regarding accommodation decisions. Ultimately, this may contribute to a more inclusive education system in which pupils with learning difficulties receive consistent and adequate support throughout their school careers.